[Univ.of  III.  Library 

52 


TEACHERS'  MANUAL 


AND 


COURSE  OF  STUDY 


FOR  THE 


COMMON  SCHOOLS 


OF  THE 


STATE  OF  WASHINGTON. 


BY  AUTHORITY  OF  THE 


STATE  BOARD  OF  EDUCATION. 


This  is  tine  Property  of  District  No. 


County,  Wash. 


OLYMPIA,  WASH.: 
GWIN  HICKS,     -     -     -     STATE  PRINTER 
1900. 


TEACHERS'  MANUAL, 

AND 

COURSE  OP  STUDY, 

WITH 

/ 

RULES  AND  REGULATIONS, 

/ 

ADOPTED  BY  THE  STATE  BOARD  OF  EDUCATION  FOR  THE  US 
THE  COMMON  SCHOOLS  OF  THE 

STATE  OF  WASHINGTON. 


BY  AUTHORITY. 


OLYMPIA,  WASH.: 
G  WIN  HICKS,    .    .   .    STATE  PRINTER. 
1900. 


Digitized  by  the  Internet  Archive 
in  2015 


https://archive.org/details/teachersmanualcoOOwash 


INTRODUCTION. 


At  the  beginning  of  another  period  of  five  years  for  which 
new  text  books  are  selected  for  the  common  schools,  it  becomes 
necessary  to  prepare  a  course  of  study  in  harmony  with  the  pro- 
gress of  the  educational  thought  of  the  state.  In  this  manual 
it  is  thought  best  to  make  some  departures  from  the  previous 
manuals  issued  by  the  state,  for  the  following  reasons: 

1.  The  plans  of  the  past  have  prepared  for  certain  progress- 
ive changes. 

2.  The  problems  of  education  so  admirably  worked  out  by 
the  city  school  systems  of  the  country  are  worthy  of  a  broader 
application,  and  should  reach  the  rural  schools. 

3.  The  standard  of  the  rural  teacher  is  higher  than  before, 
and  he  is  ready  to  take  new  ideas  and  plans  into  his  work,  and 
the  inspiration  will  more  than  compensate  for  what  of  error  they 
may  contain,  and  which  experience  will  soon  correct. 

4.  The  state  of  Washington  has  not  yet  become  ultra  con- 
servative, and  progressive  thought,  the  ''new  education,"  is 
readily  accepted  by  a  receptive  teaching  body. 

Hoping  that  exalted  ideals,  better  morals,  and  a  more 
patriotic  citizenship  will  result  from  what  this  manual  may 
inspire,  I  am. 

Very  truly, 

Frank  J.  Browne. 
Superintendent  of  Public  Instruction^ 
State  of  Washington. 


PROVISIONS  OF  THE  CODE  OF  PUBLIC  INSTRUCTION. 


powers  and  duties  of  the  superintendent  of  public 
Instruction. 

Sec.  22.  The  powers  and  duties  of  the  superintendent  of 
public  instruction  shall  be — 

Third :  To  prepare  and  have  printed  such  blanks,  forms, 
registers,  courses  of  study,  rules  and  regulations  for  the 
government  of  the  common  schools,  questions  prepared  for  the 
examination  of  teachers,  and  such  other  blanks  and  books  as 
may  be  necessary  for  the  discharge  of  the  duties  of  teachers  and 
officers  charged  with  the  administration  of  the  laws  relating  to 
the  common  schools;  and  to  distribute  the  same  to  the  county 
superintendents. 

powers  of  the  state  board  of  education. 
Sec.  27.    The  state  board  of  education  shall  have  power — 
First :  To  adopt  or  to  readopt,  according  to  law,  a  special 
meeting  to  be  called  by  the  superintendent  of  public  instruction, 
a  uniform  series  of  text  books  for  the  use  of  the  common  schools 
throughout  the  state. 

Second :  To  prepare  a  course  or  courses  of  study  for  the 
primary,  grammer  and  high  school  departments  of  the  common 
schools,  and  to  prescribe  such  rules  for  the  general  government 
of  the  common  schools  as  shall  secure  regularity  of  attendance, 
prevent  truancy,  secure  efficiency  and  promote  the  true  interests 
of  the  common  schools. 

POWERS  AND  DUTIES  OF  COUNTY  SUPERINTENDENTS. 

Sec.  33.  Each  county  superintendent  shall  have  the  power, 
and  it  shall  be  his  duty — 

First :  To  exercise  a  careful  supervision  over  the  common 
schools  of  his  county,  and  to  see  that  all  the  provisions  of  the 
common  school  laws  are  observed  and  followed  by  the  teachers 
and  school  officers. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


5 


Fotcrth  :  To  enforce  the  course  of  study  adopted  by  the 
state  board  of  education. 

POWERS  AND  DUTIES  OF  DIRECTORS. 

Sec  40.  Every  board  of  directors  unless  otherwise  spe- 
cially provided  by  law,  shall  have  power,  and  it  shall  be  their 
duty — 

Second :  To  enforce  the  rules  and  regulations  prescribed  by 
the  superintendent  of  public  instruction  and  the  state  board  of 
education  for  the  government  of  the  schools,  pupils  and  teach- 
ers, and  to  enforce  the  course  of  study  prescribed  by  the 
state  board  of  education. 

POWERS   of  directors   OF   GRADED  SCHOOLS. 

Sec.  73.  In  all  such  city  and  town  districts  where  the  num- 
ber of  children  of  school  age  is  sufficient  to  require  the  em- 
ployment of  more  than  one  teacher,  the  board  of  directors 
shall  designate  one  of  such  teachers  as  principal,  and  such 
principal  shall  have  general  supervision  over  the  several  de- 
partments of  his  school.  The  school  or  schools  in  such  city  or 
town  districts  shall  be  graded  in  such  a  manner  as  the  directors 
thereof  shall  deem  best  suited  to  the  wants  and  conditions  of 
such  districts :  Provided,  That  the  course  of  study  estab- 
lished for  such  distrricts  shall  not  be  inconsistent  with 
the  laws  of  this  state. 

POWERS   OF  DIRECTORS   IN  CITIES  OF  I0,000  OR  MORE  INHABITANTS. 

Sec.  92.  Every  board  of  directors  shall  have  the  power, 
and  it  shall  be  their  duty — 

Second:  To  enforce  the  rules  and  general  regulations  of  the 
superintendent  of  public  instruction,  and  the  state  board  of 
education  ;  to  prescribe  the  course  of  study,  the  exercises,  and 
the  kind  of  text-books  to  be  used  in  addition  to  the  text- 
books prescribed  by  the  state  board  of  education  for  the 
use  of  the  common  schools  of  this  state. 

duties  of  teachers. 
Sec.  54.     Teachers  shall  faithfully  enforce  in  the  schools 
the  course  of  study  and  regulations  prescribed. 


6 


COURSE  OP  STUDY  FOF  COMMON  SCHOOLS. 


PENALTIES. 

Sec.  i66.  Any  teacher  who  willfully  refuses  or  neglects  to 
ENFORCE  THE  COURSE  OF  STUDY  or  the  rulcs  and  regulations  re- 
quired by  the  state  board  of  education,  shall  not  be  allowed  by 
the  directors  any  warrant  for  salary  due  until  said  teacher  shall 
have  complied  with  said  requirements. 

Sec.  174.  Any  district  using  text-books  other  than  those 
prescribed  by  the  state  board  of  education,  or  any  district  fail- 
ing TO  COMPLY  WITH  THE  COURSE  OF  STUDY  prescribed  by  the 
state  board  of  education,  or  any  district  in  which  warrants  are 
issued  to  a  teacher  not  legally  qualified  to  teach  in  the  common 
school  of  the  said  district,  shall  forfeit  twenty-five  per  cent. 

OF  THEIR    SCHOOL    FUND    FOR    THAT    OR    THE    SUBSEQUENT  YEAR, 

and  it  is  hereby  made  the  duty  of  the  county  superintendent  to 
deduct  said  amount  from  the  apportionment  to  be  made  to  any 
district  failing  in  either  or  all  of  the  above  requirements,  and 
the  amounts  thus  deducted  shall  revert  to  the  general  school 
funds  of  the  state,  and  the  county  treasurer  shall  return  the 
same  to  the  state  treasurer  for  reapportionment. 


COURSE   OV  STUDY, 


GENERAL  PLAN. 


Individuals  differ  in  tastes  and  abilities.  It  is  not  reasonable 
to  set  the  same  limitations  or  to  prescribe  the  same  methods  for 
all  pupils  and  for  all  teachers.  This  applies  equally  to  a  system 
of  schools  administered  by  the  state,  the  county,  the  city,  or  the 
village.  The  discretion  of  the  individual  teacher,  and  the  abili- 
ties of  the  individual  pupil  largely  determine  w/iat  shall  be 
studied,  wAen  it  shall  be  studied,  and  /low  it  shall  be  studied. 
This  is  well  expressed  by  a  contributor  to  one  of  the  current 
school  journals:  ''The  most  reasonable  objection  that  can  be 
made  against  a  system  of  thoroughly  graded  schools  is  that,  in 
grouping  pupils  of  similar  attainments  into  large  classes,  the 
individuality  of  pupils  is  not  sufficiently  recognized.  There  is 
danger  of  the  teacher's  overlooking  the  importance  of  reaching 
the  mind,  heart,  and  will  of  each  scholar  in  a  large  class;  of  re- 
lying too  much  upon  the  general  machinery  of  class  work.  In 
primary  work,  reliance  upon  the  class  system,  entirely,  is  fatal 
to  good  results.  The  teacher  must  go  down  to  the  level  of  each 
pupil,  and  draw  out  their  powers,  test  their  capacity  for  observa- 
tion and  comprehension." 

There  is  need,  however  of  a  course  of  study: 

1.  To  assist  in  studying  toward  a  definite  end. 

2.  To  assist  in  classification  of  pupils. 

3.  To  lead  along  the  direction  of  broader  culture. 

4.  To  articulate  the  departments  of  the  state  school  sys- 

tem, and  bring  to  it  the  advantages  of  better  or- 
ganization. 

5.  To  overcome  the  evil  of  frequent  change  of  teachers. 

6.  To  give  parents  a  basis  from  which  to  judge  of  the 

child's  progress. 

(7) 


8 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


7.     To  minimize  the  text  book  and  to  magnify  the  sub- 
ject. 

The  course  of  study  is  made  for  the  child — not  the  child  for 
the  course.  It  should  be  the  constant  aim  of  the  teacher  to  fol- 
low the  course,  but  the  chief  end  in  view  should  be  the  ultimate 
attainment  of  the  pupil,  and  no  teacher  should  feel  restrained 
from  exercising  his  or  her  individuality  in  bringing  the  pupil's 
mind  in  pleasant  touch  with  the  subjects  to  be  taught.  Keep  in 
mind  that  "The  letter  killeth,  but  the  spirit  maketh  alive." 

In  harmony  with  these  general  principles,  this  course  has 
been  formed  with  a  view  to  the  development  of  all  the  powers 
of  the  mind,  and  to  minimize  the  waste  of  time  and  energy  on 
the  part  of  both  teacher  and  pupil. 

The  physical  body  takes  in  food,  then  assimilates  it,  then 
acts  upon  the  energy  given  by  it.  It  is  somewhat  the  same 
with  the  mind.  The  mind  takes  in  knowledge,  it  judges  and 
reasons  from  it,  and  finally  acts  upon  it,  gives  expression  to  it. 
To  this  end,  there  is  provided  in  this  course  of  study: 

1.  Nature  and  science,  for  observation  and  research. 

2.  Mathematics,  and  to  some  extent  formal  grammar,  to 

train  in  comparison  and  judgment. 

3.  Language,  drawing,  etc.,  to  train  in  expression. 
These  three  departments  of  study  will  develop  the  individual, 

but  there  is  another  line  which  pertains  more  to  society  as  a 
whole,  to  the  relation  between  individuals;  hence,  there  is  pro- 
vided a  course  in 

4.  History  and  civics,  to  prepare  for  citizenship. 
These  four  lines  of  study  include  all  the  subjects  required 

for  complete  mental  development  and  good  citizenship. 


CORRELATION  OF  SUBJECTS. 


They  are  arranged  to  relieve  the  progam  of  many  short  reci- 
tations. By  correlation  the  program  may  be  simplified,  and 
rural  schools  will  approach  the  same  degree  of  efficiency  in  all 
lines  of  work  as  is  found  in  the  well  graded  schools  of  the 
towns  and  cities. 


ft 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  9 


1.  The  nature  work  and  oral  work  in  history  should  serve 
as  development  lessons  for  language  and  composition  in  the  pri- 
mary grades,  and  after  a  text  in  grammar  is  introduced,  but 
three  lessons  a  week  should  be  devoted  to  formal  grammar,  and 
the  grammar  period  for  the  remaining  two  days  of  each  week 
should  be  devoted  to  the  development  of  the  history  and  science 
lessons,  and  composition  work  based  thereon. 

2.  In  the  formal  studies  the  recitation  period  should  fre- 
quently be  taken  for  outlines  and  written  reviews  of  the  subject, 
with  special  attention  to  proper  paragraphing  and  composition. 

3.  Drawing  should  be  frequently  introduced  to  illustrate 
other  subjects,  and  can  be  taught  by  correlating  with  nature 
work  and  oral  history. 

4.  Writing,  drawing,  and  music  should  be  taught  in  the 
rural  schools  to  all  grades  together.  Also  work  in  nature, 
physics,  chemistry,  etc.,  may  be  given  for  general  exercises,  all 
grades  together. 

5.  The  writing  period  should  frequently  be  given  to  writing, 
as  models  of  neatness,  outlines,  paiagraphs,  and  essays  on 
other  subjects. 

6.  Mowry's  Primary  History  is  to  be  used  in  the  fifth  year  as 
a  reading  book,  alternating  month  by  month,  or  in  some  other 
way,  with  the  reader.  In  no  case  should  it  require  an  addi- 
tional recitation  period. 

7.  "Why  We  Vote"  is  to  be  used  in  the  sixth  year  as  a  read- 
ing book,  alternating  in  some  suitable  way  with  the  reader.  In 
no  case  should  it  require  an  additional  recitation  period. 

8.  In  the  eighth  year  the  text  in  United  States  History  should 
be  finished,  and  followed  by  Dole^s  American  Citizen,  In  no 
case  should  they  require  two  recitation  periods. 

Note. — The  terms  ''grade  "  and  ''year  "  are  to  be  used  to 
denote  the  amount  of  work  usually  required  in  a  term  or  year  of 
nine  or  ten  months,  and  the  course  should  be  followed  when 
possible  with  this  in  mind.  But  where  there  is  so  much  dif- 
ference in  the  length  of  time  school  is  held  in  the  rural  districts, 
the  "grade"  or  "year"  cannot  mean  a  year  of  time.  They 
should,  however,  refer  to  a  definite  period  in  school  life,  and  the 


4 


10  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


subjects  required  for  that  period  should  be  taken  collaterally, 
whether  more  or  less  than  a  year  is  required  to  complete  them. 


METHODS. 


Organization  makes  a  school  system  somewhat  of  a  ''ma- 
chine." Educators  everywhere  object  to  this.  That  is,  they 
object  to  becoming  automatons,  to  subordinating  their  mental 
activities  to  the  will  of  another.  Some  teachers  will  not  be 
pleased  with  the  text  books  selected  for  use,  others  will  not  be 
pleased  with  the  course  of  study.  But  the  most  serious  results 
follow  when  any  supervisory  authority  attempts  to  limit  teachers 
to  some  particular  method  of  teaching,  or  device  in  presenting  a 
subject.  The  minds  of  teachers  and  pupils  are  infinite  in  their 
variations  ;  and  the  relations  between  them  are  so  sacred,  that 
they  should  be  permitted  to  come  into  touch  with  each  other 
and  with  each  subject  without  any  interference  with  their 
natural  impulses.  This  manual,  therefore,  is  not  a  book  of 
methods.  It  is  meant  to  inspire  teachers  in  developing  original 
methods,  varying  with  each  school,  with  each  pupil.  The 
Course  of  Study  for  the  district  schools  of  Michigan  says  of 
methods  : 

The  term  method  is  a  much-abused  word.  The  true  teacner 
'sees  the  end  from  the  beginning'  and  the  pathway  to  it,  then 
plans  definite  means  to  reach  this  end  along  the  line  of  the 
least  resistance.  His  every  act  has  a  purpose,  clear  and  intelli- 
gent, directed  toward  this  end.  These  acts,  in  the  aggregate, 
constitute  his  method. 

"  Disconnected  devices,  no  matter  how  helpful,  do  not  con- 
stitute a  method.  It  is  a  systematic  application  of  connected 
plans  that  succeeds,  whether  in  school,  business,  or  profes- 
sional life. 

"  In  every  successful  school,  closely  allied  to  method  in 
teaching,  is  method  in  study..  The  greatest  teachers  are  those 
who  not  only  arouse  the  minds  of  their  pupils  and  create  a 
thirst  for  knowledge,  but  also  teach  them  how  to  search,  in- 
vestigate and  know.    Therefore  the  teacher  should  know  how 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


11 


his  pupils  study,  correct  their  faults,  and  suggest  methods  of 
concentrating  the  mind  and  intensifying  mental  concepts. 
The  steps  in  study  are  : 

a.  To  select  the  central  points. 

b.  To  illuminate  them  with  imagination. 

c.  To  associate  them  with  past  knowledge. 

d.  To  classify  with  each  central  point  its  system  of  lesser 

points  that  depend  upon  and  reflect  its  truth. 

e.  To  state  them  in  exact  language." 

Teachers  should  be  constant  students  of  methods,  as  pre- 
sented in  current  publications,  and  should  avoid  every  tendency 
to  become  slaves  to  any  one  system,  method  or  device.  Educa- 
tion comes  from  effort,  and  effort  comes  from  interest. 


NATURE   STUDY   AND  SCIENCE, 


Purposes.— Pestalozzi  makes  observation  the  basis  of  all 
knowledge.  The  habit  of  observation  acquired  in  childhood  is 
of  more  value  than  memorized  pages  or  analyzed  problems. 
But  reading  should  go  hand  in  hand  with  observation,  the  one 
reinforcing  the  other.  Certain  definite  results  will  be  reached 
which  go  largely  to  fix  the  character  of  the  pupil. 

The  reasons  for  Nature  study  are: 

1.  To  arouse  and  establish  a  sympathy  with  Nature. 

2.  To  train  in  observing,  comparing,  and  expressing. 

3.  To  develop  a  taste  for  the  beautiful  and  ethical. 
To  acquire  classified  knowledge. 

Methods. — There  is  so  much  literature  at  the  command  of 
teachers,  that  it  is  superfluous  to  make  extended  suggestions. 
Teachers  should  bear  in  mind,  however,  that  success  only  comes 
through  diligence  in  planning  and  inspiring.  Therefore  re- 
member: 

1.  Each  lesson    should  be  carefully  prepared  by  the 

teacher. 

2.  There  should  be  at  least  two  lessons  each  week.  If 

possible  give  a  lesson  each  day. 


12 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


3.  Most  attention    should  be  given  to  life — to  living 

things. 

4.  Each  individual  pupil  should  be  led  to  make  his  own 

observations. 

5.  Each  object  studied  should  lead  to  comparison  and  to 

generalization, 

6.  Each  object  should  be  observed  in  its  relation  to  the 

rest  of  Nature,  as  evidence  of  some  great  Cause  or 
Planner. 

7.  Each  object  should  be  observed  in  its  utility  relation 

to  man,  as  a  part  of  man's  home. 

8.  The  results  of  observation  should  be  manifested  in 

some  form.    The  work  naturally  leads  to  physical 
exercise,  modelling,  drawing,  designing  and  writ 
ing  (composition).     It  thus  becomes  the  basis  for 
other  work,  and  leads  to  the  co-ordination  of  all 
subjects  about  man,  the  highest  product  of  Nature. 

9.  Literature  about  nature  is  not  nature,  but  the  study 

of  nature  literatu7^e  is  the  best  substitute  for  it. 
10.    The  work  in  the  lower  grades  should  emphasize  help 
and  protection;  the  work  of  the  higher  grades 
should  emphasize  relation,  system  and  order,  lead- 
ing to  design  and  purpose. 


FIRST  YEAR. 


GROUP  I.— FIRST  ^ND  SECOND  YEARS. 

"In  the  work  in  nature  study  only  so  nauch  should  be  attempted  as 
can  be  well  done. 

"  The  course  in  science  furnishes  an  excellent  basis  for  written  work. 

"Simple  object  lessons,  if  possible,  with  the  object  under  the  eye 
and  in  the  hand  of  the  pupil ;  conversational  lessons  on  familiar  thing-s, 
and  on  the  phenomena  of  nature,  designed  to  lead  him  to  give  attention,' 
to  observe,  to  compare,  to  question,  to  remember.  Familiar  talks  on 
the  human  body  and  the  care  of  it;  on  common  animals  known  to  the 
child,  their  distinguishing  characteristics  and  habits;  on  common 
flowers  and  plants,  especially  food  plants  and  plants  of  use  in  the  arts, 
as  corn,  cotton,  etc.  ;  on  stones  and  metals  in  common  use  which  the 


COURSE  OF   STUDY   FOR  COMMON  SCHOOLS. 


13 


child  can  learn  to  recognize.  As  early  as  possible  he  should  have  some 
care  of  plants  in  the  school  house  or  the  school  garden. 

"Correlations,  especially  with  language  and  drawing,  with  geog- 
graphy  and  literature,  should  be  kept  in  mind. 

""In  nature  study  the  development  of  appreciation  of  and  love  for 
the  beautiful  should  be  made  prominent.'' 

Report  of  the  Committee  of  Twelve. 

september  and  october. 
Autumn  Fruits. — Peach,  pear,  prune,  apple,  grape,  melon, 
etc.,  as  types  of  the  sphere  and  its  modifications,  correlated 
with  drawing. 

Griel's  "Glimpses  of  Nature,"  pp.  i,  3,  5,  27,  31,  83, 
and  93. 

"The  Peach  Tree"  (Bass's  "Plant  Life,"  pp.  38-43). 
Autumn  Leaves. — Begin  a  collection,  and  study  the  forms, 
colors,  and  parts. 

"  From  September  to  June,"  pp.  24-27. 
Beecher's  "The  Anxious  Leaf"   (McMurry's  Classics, 
p.  17). 

Autumn  Flowers. — The  sun-flower,  golden-rod,  and  aster. 
"  From  September  to  June,"  pp.  24-27. 
"Golden-rod  and    Aster"   (Cooke's    "Nature  Myths," 
p.  17). 

Pratt's  "  Fairyland  of  Flowers,"  p.  218. 
Needham's  "  Outdoor  Studies,"  pp.  29-43. 
Tell  the  story  of  "Clytie."  See 

Burt's  "Stories  from  Plato,"  p.  123. 

"  Stories  of  Old  Greece,"  p.  17. 

Wilson's  "Nature  Reader"  (Myths),  pp.  19-21. 

Judd's  "  Classic  Myths,"  p.  91. 

Autumn  Seeds. — Forms.  How  scattered  by  winds,  water, 
and  animals. 

Bass's  "Plant  Life,"  p.  90. 

"  From  September  to  June, "  p.  14. 

"Cat  Tails  and  Other  Tales,"  p.  76. 

Bergen's  "  Glimpses  at  the  Plant  World,"  pp.  133-156. 
Birds. — Migration. 

"From  September  to  June."  p.  28. 
"My  Saturday  Bird  Class,"  pp.  99-107. 
"The  Cranes  of  Ibycus,"   from  Burt's  "Stories  from 
Plato,"  p.  208. 


14 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Animals. — Change  of  covering  caused  by  winter.  How 
they  prepare  winter  food. 

Insects. — Elementary  facts  about  the  caterpillar  and  the 
butterfly,  the  grasshopper  and  the  spider. 

''The  Cocoon"  (Bass's  "Animal  Life,"  p.  io8). 

Wilson's  ''Nature  Reader"  (Myths),  p.  28. 

Wilson's  "Nature  Study,  First  Reader,"  pp.  19 — 21. 

"Arachne"  (Cooke's  "Nature  Myths,"  p.  16). 

Kupfer's  "  Stories  of  Long  Ago,"  p.  46. 

Firth's  "Stories  of  Old  Greece,"  p.  63, 

Needham's  "Outdoor  Studies,"  pp.  73 — 77. 

Judd's  "Classic  Myths,"  p.  114, 

"  From  September  to  June,"  p.  12. 

Aesop's  Fable  of  the  Ant  and  the  Grasshopper. 

Is  a  spider  an  insect? 

Physiology. — Parts  of  the  body  compared  with  like  parts 
of  birds  and  other  animals.  Beauty  of  strength  and  health. 
Sympathy  for  sickness  and  deformity.  "The  strong  should 
bear  the  burdens  of  the  weak."  Encourage  clean  hands,  face, 
and  nails,  and  well  kept  hair. 

Geography. — Clouds,  rain,  dew,  frost,  direction  of  wind, 
change  of  temperature.  Make  a  record  of  the  weather  of  each 
day.  Note  the  change  of  the  sun's  shadow,  and  the  hour  of 
the  rising  and  setting  of  the  sun. 

The  story  of  Phaeton  (Judd's  "Classic  Myths,"  p.  29.) 
"Stories  of  Old  Greece,"  p.  22. 

Stories  of  the  Moon,  (Wilson's  "Nature  Reader,  Myths," 
pp.  54-68). 

The  story  of  Diana  (Judd's  "Classic  Myths,"  p.  34.) 

NOVEMBER  AND  DECEMBER. 

Plant  Life. — Preparation  for  winter  by  bulbs,  scales,  roots, 
and  falling  leaves.  Cbntinue  the  collection  of  leaves  as  before. 
Study  the  Christmas  tree. 

"  From  September  to  June,"  p.  63. 
Bass's  "Plant  Life,"  p.  133. 

"Baby    Bud's    Winter    Clothes "  — PouUson's  "Child 
World." 

"  The  Fir  Tree  "  (McMurry's  Classics,  p.  37.) 
"The  Discontented  Pine  Tree  "  .(Pratt's  "Fairyland  of 
Flowers,"  pp.  20  and  45). 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


15 


Cultivate  house  plants  in  the  school-room. 
Animal  Life. — Discuss  the  hibernation    and  migration  of 
animals  and  birds. 

''The  Stork,"  by  Andersen. 

The  Broken  Wing  "  (Emerson's  Indian  Myths). 
''Hibernation  of    Bears"    ("Readings   from  Nature's 

Book,"  p.  155). 
"  From  September  to  June,"  pp.  36 — 46. 

If  possible,  use  a  glass  can  or  jar  for  a  miniature  aquarium, 
and  note  the  development  of  tadpoles.  Use  Johonnot's  "  Cats 
and  Dogs  "  to  study  the  cat. 

Teach  the  change  of  clothing  caused  by  change  in  seasons. 
Compare  with  the  habits  of  animals.  Discuss  the  inconveniences 
and  sufferings  of  the  poor  in  winter.  (Read  "  The  little  Match 
Girl.") 

Discuss  temperance  in  eating  and  drinking. 
Geography. — Same  as  before.    The  phases  of  the  moon.  Use 
of  the  thermometer.     The  North  Star  and  the  two  "  dippers." 
"The  North  Wind"  (Hiawatha  Primer,  p.  131). 
"The  Snow  Flake"  (Bass's  Plant  Life,  p.  93). 
Story   of  Callisto. 

Kupfer's  "  Stories  of  Long  Ago,"  p.  16. 

Judd's  "Classic  Myths,"  p.  46. 

Wilson's  "Nature  Study  Reader"  (Myths),  p.  85. 

Compare  the  length  of  days  in  September  and  December. 

JANUARY,   FEBRUARY,  AND  MARCH. 

Plant  Life. — Plant  beans,  peas,  corn,  wheat,  or  other 
familiar  seeds,  in  boxes  of  soil  kept  in  the  school-room.  Develop 
the  use  of  light,  heat  and  moisture  in  plant  growth.  Note  each 
change  in  the  growth  of  root  and  stem. 

Newell's  "  From  Seed  to  Leaf,"  pp.  15 — 36. 
Animal  Life. — Food  for  animals  in  winter.     How  the  bear 
sleeps.     How  the  squirrel  stores  up  winter  supplies.     How  some 
animals    freeze    and    revive     in    the    springtime.     Study  the 
domestic  animals. 

Johonnot's  "Cats  and  Dogs." 

"  Friends  in  Feathers  and  Fur,"  pp.  104 — no. 

"Neighbors  With  Claws  and  Hoofs,"  pp.  92 — 117. 

Observe  and  discuss  the  familiar  winter  birds.  ^ 


16 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


''Why  the  Crow  is  Black/'  adapted  from  Chaucer. 
"  How  Coronis  Became  a  Crow,"  from  Burt's  ''Stories 
From  Plato,"  pp.  176 — 182. 

Review  previous  work  in  hygiene.  Teach  proper  games  and 
calhsthenics  for  exercise.  Need  of  good  air  and  ventilation ; 
office  of  the  lungs. 

Geography. — Weather  observations  as  before.  Note  the 
phases  of  the  moon,  and  the  change  in  the  length  of  days  and 
nights.  Show  by  experiment  the  relation  of  heat  to  evapora- 
tion, and  the  cause  of  clouds,  rain,  snow,  frost,  dew.  Does 
heat  have  the  same  effect  on  solid  bodies  as  on  water  ? 
Bass's  "  Plant  Life,"  pp.  116 — 130. 

APRIL,  MAY,  AND  JUNE. 

Plant  Life. — Review.  Note  the  changes  in  plants,  the  flow 
of  sap,  the  development  of  stems,  roots,  leaves,  and  flowers. 
Study  the  flowers  to  become  familiar  with  the  calyx,  corolla, 
stamens,  and  pistil.  Encourage  pupils  to  bring  flowers  to  the 
school-room.     Study  some  tree  of  easy  access  to  the  pupils. 

"Mondamon,"  Hiawatha  Primer,  p.  132  ;  also  pp.  66  

74- 

"  Stories  Mother  Nature  Told  Her  Children,"  p.  35. 
"  The  Apple  Branch,"  McMurry's  Classics,  p.  88. 
Bass's  "Plant  Life"  and  Chase's  "Buds,  Stems,  and 
Roots,"  for  constant  reference. 

Animal  Z^/"^.— Return  of  the  birds.  How  to  treat  a  bird's 
nest.  See  Bulletin  No.  — .  Ithaca  Experiment  Station,  Cor- 
nell Agricultural  College. 

"Hiawatha  Primer,"  pp.  81-88,  128-138. 

Study  of  a  Chicken;  see  "Friends  in  Feathers  and  Fur," 

pp.  11-24. 
Bass's  "Animal  Life,"  p.  114. 
"  From  September  to  June,"  p.  121. 

Read  about  the  Frog;  see  "Friends  in  Feathers  and 

Fur,"  p.  124. 
"All  the  Year  Round," — Spring,  p.  59. 
Judd's  "Classic  Myths,"  p.  89. 
Cooke's  "Nature  Myths,"  p.  24. 
I         Burt's  "Stories  from  Plato,"  p.  158. 

Do  birds  and  other  animals  change  their  dress  in  the  spring? 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


17 


Reappearance  of  insects,  and  general  facts  about  bees,  flies, 
ants,  mosquitoes,  etc. 

From  September  to  June,"  pp.  125-127,  149-157. 
Bass's     Animal  Life,"  pp.  116-127. 
"Flyers,  Creepers,  and  Swimmers,"  pp.  99-107. 

Observe  marine  life.  Study  the  ocean  beach  and  ru  n'ng 
streams.  See 

Page's  "Heart  Culture,"  Chap.  XII. 
"Friends  and  Helpers,"  p.  141. 

Continue  talks  on  proper  eating,  table  manners,  care  of 
teeth. 

Bass's  "  Animal  Life,"  pp.  166-172. 
Geography. — Review. 

Frye's  "Brooks  and  Brook  Basins,"  to  p.  27. 
Long's  "Home  Geography,"  to  p.  70. 

At  the  close  of  the  year  review  the  facts  learned  during  the 
year.  See  "From  September  to  June,"  pp.  181-184.  Through- 
out the  year  refer  to  Page's  "Heart  Culture,"  for  lessons  on 
kindness  and  humane  education. 


SECOND  YEAR. 


AUTUMN. 

Plant  Life. — Begin  with  Bass's  "Plant  Life,"  pp.  i38-r47. 
Develop  more  facts  about  autumn  flowers.  Teach  simple  facts 
about  the  common  grasses,  and  how  cultivation  (education)  has 
developed  the  wheat,  corn  and  other  grains,  from  the  grasses. 
Industry  lessons  in  tracing  the  grain  of  wheat  from  the  soil  to 
the  bread  on  our  table.  "  How  many  people  helped  to  make 
our  bread?" 

Relation  between  plants  and  insects,  with  observations  of 
bees  among  the  flowers.  The  literature  on  this  subject  is  abun- 
dant, and  the  teacher  will  adopt  the  method  best  adapted  to  the 
child. 

The  Gall  Fly,  in  "All  the  Year  Round.— Autumn,"  p.  30. 
Bass's  "Animal  Life,"  pp.  70-75. 

— 2 


18  COURSE   OF   STUDY   FOR  COMMOX  SCHOOLS. 


"  Leaves  from  Nature's  Story  Book/'  Vol.  I,  p.  97. 

Needham's  '''Outdoor  Studies,"  pp.  18-26  and  29-43. 
"All  the  Year  Round.- — Autumn. p.  69. 

Bass's  Animal  Life,"  p.  146. 
•'Glimpses  at  the  Plant  World,"  pp.  93-119. 
"  Readings  from  Nature's  Book,"  pp.  46-51. 
•'•'Seaside  and  Wayside,  No.  3,"  pp.  56-66. 
Memorize  "The  Lilac"  in  "  Fair^dand  of  Flowers,"  p. 

168. 

Teach  the  Nature  Myths,  especially  the  story  of  Proserpina 
and  Ceres. 

Fair\  land  of  Flowers,""  p.  51. 
"All  the  Year  Round. — Autumn."  p.  47. 
Judd's  ''Classic  iNIyths,"  p.  117. 
Kupfer's  "Stories  of  Long  Ago."  p.  22. 
"Greek  Gods,  Heroes  and  ]\Ien,"'  p.  48. 

Continue  the  comparison  of  leaves  as  in  the  first  year. 
Spear's  "Leaves  and  Flowers,""  to  p.  50- 

AniniQi  Life. — Butterflies  and  ]^Ioths.  continued  from  first 
3^ear. 

"From  September  to  June.'"  p.  125. 
"All  the  Year  Round — Autumn,"'  p.  60. 
Bass's  "Animal  Life,"  pp.  35,  69  and  loi. 
"  Half  Hours  in  the  Tiny  World.""  pp.  1-18. 
"Flyers,  Creepers,  and  Swimmers,"'  pp.  90-99. 

Continue  the  observation  of.   and  study  about  bees.  This 
can  be  done  also  in  the  spring  as  well  as  in  the  autumn. 
••Glimpses  of  Nature,"'  p.  64. 
'•From  September  to  June,"  p.  38. 
"Seaside  and  Wayside  No.  i."'  pp.  35-51. 
"All  the  Year  Round — Autumn."'  pp.  64-70. 
Bass's  "  Animal  Life,'"  pp.  38-42. 
Needham's  '•  Outdoor  Studies,"  pp.  7-10. 
"Lessons  m  Natural  History,""  pp.  46-50. 
"Flyers.  Creepers  and  Swimmers,'"  103-105. 
"  Half  Hours  in  the  Tiny  World,"  pp.  49-81. 

Study  the  woodpecker  as  a  t3'pe  of  bird  life. 
'•All  the  Year  Round — Spring,"  pp.  70-75. 
Murche's  "Science  Reader,''  Book  HI,  p.  49. 
Kelly's  "  Short  Stories  of  Our  Shy  Neighbors,"  pp.  187, 
189,  192  and  196. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


19 


Wilson's  "  Nature  Study  Manual,"  p.  147. 
Wilson's     Nature  Reader,"  (First)  p.  no. 
"  My  Saturday  Bird  Class,"  p.  31. 

The  Bird  World,"  p.  40. 
''Neighbors  with  Wings  and  Fins,"  p.  127. 
"Animal  Memoirs  No.  2,"  pp.  201-222. 

Test  the  sight  of  all  pupils,  and  seat  them  to  the  best  advan- 
tage. Teach  the  parts  of  the  eye  and  ear,  and  simple  rules  for 
their  proper  care.  Compare  with  the  sight  and  hearing  of  birds 
and  other  animals.  Awaken  sympathy  for  the  unfortunate  deaf 
and  blind.  Emphasize  the  work  of  the  first  year  in  cleanliness, 
pure  air,  proper  eating  and  care  of  the  teeth. 

Geography. — Develop  the  plan  of  the  schoolroom,  the  school 
grounds,  a  lot  and  block,  a  county,  and  a  state.  Use  "  The 
World  and  Its  People,"  to  page  79.  Teach  typical  regions  of 
the  earth,  basing  the  work  on  "The  Seven  Little  Sisters," 
securing  interest  by  comparison  with  conditions  of  our  own 
times.  See  the  History  course  for  suggestions  on  the  value  of  a 
well  told  story. 

Outline — "  The  Little  Brown  Baby." 

1.  Read  the  story. 

2.  Compare  the  climate  with  our  own. 

3.  Discuss  the  people. 

a.  Color. 

b.  Home  life. 

c.  Dress. 

d.  Food. 

e-  Occupations. 

4.  Plant  life. 

5.  Animal  life. 

In  like  manner  study  "Agoonack."  See  "All  the  Year 
Round — Autumn,"  pages  57-70. 

WINTER. 

Plant  Life. — Some  roots,  bulbs,  and  underground  buds. 
"Buds,  Roots  and  Stems,"  pp.  62,  73-77,  80-92. 
"Everything  Sleeps,"  in    "September  to    June,"  pp. 
45-51- 

"  A  Turnip,"  in  "  Plant  Life,"  p.  103. 


20  COURSE   OF   STUDY   FOR  COMMON  SCHOOLS. 


From  Seed  to  Leaf,"  pp.  41-51. 
"Fairyland  of  Flowers,"  pp.  98-100.     Memorize  "Said 
Tulip,  'That  is  So',''  P-  97- 
Animal  Life. — -Talk  about  domestic  animals. 
"From  September  to  June,"  pp.  34-44. 
"Cats  and  Dogs,"  pp.  57-96. 

Study  the  crow  as  the  type  of  bird  life. 

"Introduction  to  Nature's  Story  Book,"  p.  137. 
Wilson's  "Nature  Study  Manual,"  p.  144. 
"  Seaside  and  Wayside  No.  3,"  pp.  217-220. 
"Wings  and  Fins,"  p.  156. 
"Bird  World,"  p.  loi. 

Needham's  "Outdoor  Studies,"  pp.  47-50. 

"Animal  Memoirs,  part  2,"  p.  300. 

"  Stories  of  Bird  Land,  Vol.  2,"  p.  55. 

Beard's  "Birds  of  North  America"  (manual),  p.  21. 

During  the  winter  months  give  regular  instruction  on  food, 
drink,  digestion,  the  blood,  the  bones,  the  nerves,  the  brain, 
the  skin,  the  special  senses,  etc.  Use  for  a  guide  any  good 
primary  text.  Baldwin's  "Primary  Lessons  in  Human  Physi- 
ology," published  by  the  Werner  School  Book  Company,  is  an 
excellent  book  for  the  teacher's  desk.  Make  a  comparative 
study  of  each  subject  as  much  as  possible. 

Geography  a7id  Physics. — Teach  according  to  the  previous 
outline  the  story  of  "  Gemila  the  Child  of  the  Desert,"  "The 
Little  Mountain  Maiden,"  and  "The  Story  of  Pense. " 

"  All  the  Year  Round — Winter,"  pp.  71-80. 

"  The  World  and  Its  People,  Book  I,"  pp.  144-152. 

Teach  by  experiment  the  meaning  of  matter,  molecule, 
solids,  liquids,  gases,  substances,  etc.,  as  given  in  Smith's 
"Easy  Experiments  in  Physics,"  pp.  1-20.  This  book  is  es- 
sential for  the  teacher's  desk,  unless  the  teacher  is  skilled  in 
adapting  more  advanced  texts  to  primary  grades. 

SPRING. 

Plant  Life. — Teach  the  twining  plants,  and  continue  to  ob- 
serve leaves  and  flowers.  Study  the  hop  plant  as  a  local  pro- 
duct. 

"Bass's  "  Plant  Life,"  pp.  72 — 54. 
"  Buds,  Roots  and  Sieuis, "  p.  118. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


21 


"  Glimpses  of  Nature/'  pp.  43,  45,  53,  56,  and  58. 
''From  September  to  June,"  pp.  loi — 184. 
''AH  the  Year  Round — Spring." 

Animal  Life. — Make  a  special  study  of  the  ant,  as  an  insect 

type. 

Bass's  "  Animal  Life,"  pp.  116 — 122. 

"Lessons  in  Natural  History,"  Vol.  Ill,  pp.  51—52. 

"  Seaside  and  Wayside  No.  2,"  pp.  i — 35. 

"  Half  Hours  in  the  Tiny  World,"  pp.  177—218. 

Study  the  earth  worm  as  a  type  of  lower  life. 
"  Glimpses  of  Nature,"  p.  84. 
"From  September  to  June,"  pp.  112 — 114. 
"Leaves  From  Nature's  Story  Book,"  p.  90. 
"Lessons  in  Natural  History,"  Vol.  HI,  pp.  21 — 35. 
"Seaside  and  Wayside  No.  2,"  pp.  35 — 51. 
Wilson's  "  Nature  Study  Manual,"  pp.  184 — 186. 

Study  the  robin  as  a  type  of  bird  life. 
"Glimpses  of  Nature,"  p.  67. 
"Friends  in  Feathers  and  Fur,"  p.  51. 
Bass's  "Animal  Life,"  p.  114. 
Wilson's  "  Nature  Study  Manual,"  p.  146. 
"  Our  Feathered  Friends,"  pp.  107 — 116. 
"  Stories  of  Bird  Land,"  Vol  II,  pp.  27—33. 
"My  Saturday  Bird  Class,"  pp.  i — 9. 
"  The  Bird  World,"  pp.  7—10. 
"Animal  Memoirs,  Part  2,"  pp.  78 — 130. 
"Wings  and  Fins,"  p.  201. 
Page's  "Heart  Culture,"  Chap.  VIII. 

Geography  and  Physics. — From  "Seven  Little  Sisters" 
study  as  per  previous  outline  "The  Little  Dark  Girl"  and 
"Louise."  Also  study  the  American  Indian  as  a  type  of 
human  life. 

"The  World  and  Its  People,"  Book  I,  pp.  116-133. 

"The  Hiawatha  Primer"  (H.  M.  Co.). 

"The  Story  of  Hiawatha"  (Ed.  Pub.  Co.). 

"Legends  of  the  Red  Children"  (Werner  Co.) 

"Docas"  (D.  C.  H.  &  Co.) 

"  Indians  and  Pioneers  "  (  Morse  Co.) 

Teach  by  experiment  the  general  properties  of  matter,  im- 
penetrability, divisibility,  porosity,  compressibihty,  density,  ex- 
pansibility ;  also  physical  and  chemical  changes  in  matter. 


22 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Smith's  "Easy  Experiments  in  Physics,"  to  page  28. 
Rick's     Object  Lessons  and  How  to  Teach  Them/ 
2  vols. 

Rick's      Natural  History  Object  Lessons." 


THIRD  YEAR. 


GROUP  II.      THIRD  AND  FOURTH  YEARS. 

"  A  graduated  course  of  nature  study  following-  a  systematic  order 
of  development,  but  observing  the  child's  standpoint  as  determined  by 
his  experience  and  interests,  studying  things,  phenomena,  processes, 
properties  and  classification  of  things,  as  animal,  mineral,  and  vege- 
table. Conversational  lessons  on  the  human  body,  its  principal  parts, 
their  movements  and  their  uses;  on  common  animals  so  conducted  as  to 
arouse  interest  in  bird  life,  especially  treating  of  the  uses  of  birds  to 
the  farmer,  and  the  necessity  for  their  protection,  to  stimulate  observa- 
tion regarding  their  habits,  and  to  cultivate  a  sentiment  of  kindness  in 
the  treatment  of  them  ;  on  plants  and  the  care  of  them,  their  parts,  as 
roots,  stems,  flowers,  fruits,  seeds,  and  their  growth;  on  some  common 
minerals  and  their  uses.  Lessons  on  transformation  of  material  in 
manufactured  articles  of  common  use." 

Report  of  the  Committee  of  Twelve. 

Animal  and  Plant  Life. — The  teacher  will  use  McMurry's 
"Special  Method  in  Science,"  selecting  from  the  outline  on 
pages  223-252  such  material  as  may  be  suitable  to  the  locality. 
Read  Page's  "Heart  Culture"  for  ethical  lessons.  Use  any 
primary  book  on  hygiene  as  a  guide  for  oral  instruction. 
Kelley's  "Health  Chats  for  Young  Readers"  is  an  excellent 
book  for  supplementary  reading  in  this  grade. 

Geography. — "  The  World  and  Its  People,"  Book  HI,  is  an 
excellent  supplementary  book,  and  should  be  on  the  teacher's 
desk  as  a  guide  for  the  work  of  the  grade.  It  should  be 
studied  in  connection  with  wall  maps,  and  emphasis  should  be 
given  to  the  State  of  Washington  and  to  the  county  in  which 
the  pupil  lives. 

Physics. — Experiments  illustrating  the  properties  of  bodies 
depending  on  cohesion;  hardness,  tenacity,  brittleness,  flexi- 
bility, elasticity,  malleability,  ductility. 


COURSE  OF  STUDY  FOK  COMMON  SCHOOLS. 


23 


Experiments  illustrating  adhesion,  capillary  attraction,  crys- 
tallization, magnetism.  Use  Smith's  ''Easy  Experiments''  to 
page  70,  omitting  pp.  54-60  for  a  more  advanced  grade. 


FOURTH  YEAR, 


Animal  and  Plant  Life.— The  teacher  will  use  McMurry's 
Special  Method  in  Science,"  selecting  from  the  outline  on 
pp.  253-267  suitable  material.  Use  Long's  ''Ways  of  Wood 
Folk"  for  supplementary  reading. 

Same  work  in  hygiene  as  in  third  grade. 

Physics. — Experiments  illustrating  heat,  solar  heat,  animal 
heat,  heat  caused  by  friction,  chemical  action,  expansion  of 
bodies  by  heat,  melting,  evaporation,  condensation,  freezing, 
conduction,  convection,  drafts  of  air,  latent  heat,  radiation. 
Use  Smith's  "Easy  Experiments"  to  page  100. 


FIFTH  YEAR. 


GROUP  in.      FIFTH  AND   SIXTH  YEARS. 

''Preceding  course  so  expanded  and  taug-ht  as  to  give  clearly  some 
of  the  more  important  notions  of  natual  science;  the  human  body  and 
the  principal  functions  of  life;  distinguishing  characteristics  of  animals 
taught  from  the  study  of  types;  useful  and  noxious  animals,  especially 
birds  and  insects;  the  study  in  typical  specimens,  of  the  principal  organs 
of  the  plant;  plant  growth,  its  order  and  conditions;  some  typical  trees 
and  their  characteristics,  value  and  uses  of  their  wood;  fruit  trees  best 
adapted  to  the  reg-ion;  lessons  on  soils. 

"Every  rural  school  should  have  a  plot  of  ground  prepared  as  a 
school  garden,  in  which  every  pupil  may  cultivate  and  study  plants. 
In  this  case  the  instruction  in  groups  III  and  IV  would  be  extended  to 
include  the  preparation  of  soils  for  cultivation,  the  action  of  fertilizers, 
the  simpler  agricultural  operations,  and  the  use  of  garden  tools." 

Report  of  the  Committee  of  Twelve. 

The  first  regular  text  in  nature  and  science  is  introduced  in 
the  fifth  year.  Effort  is  made  to  shorten  the  work  given  to 
geography  by  requiring  a  one-book  text  only  in  the  fifth  and 
sixth  grades.     If  any  district  desires  to  take  a  higher  book  in 


24  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


the  seventh  and  eighth  grades,  it  can  do  so  by  using  any  book 
desired.  In  support  of  shortening  the  work  in  geography  the 
following  extract  is  given: 

"  Geography  is  the  great  obstacle  of  today  in  the  way  of  placing  the 
study  of  nature  on  a  sound  pedagogic  basis.  It  is  an  amorphous  relic 
of  pre-scientific  days  in  education,  the  text  book  maker's  pet  and  the 
true  pedagog's  abomination.  If  we  could  reduce  it  to  a  fourth  or  a 
tenth  of  its  present  time  and  dimensions,  and  substitute  the  rudiments 
of  the  leading  sciences  of  which  it  is  a  kind  of  hash,  resembling  life 
only  as  an  unlinked  sausage  resembles  an  organic  and  living  snake,  the 
efficiency  of  our  entire  school  system  would  be  greatly  enhanced. 

''I  would  by  no  means  advocate  the  entire  abolition  of  geography 
from  the  school  courses,  but  I  would  not  only  greatly  reduce  the  text 
books  and  time,  but  put  the  work  much  later,  and  teach  most  of  the 
matter  now  included  in  it  in  the  high  school,  in  proper  scientific  con- 
nection,—part  of  it  with  history,  part  with  astronomy,  part  with  geol- 
ogy, part  with  natural  history,  etc.,— the  elements  of  all  these  to  be 
thus  made  room  for  at  the  expense  of  their  common  enemy.  This  in  a 
way  would  respect  and  not  actually  injure  the  unity  of  the  child's  mind. 
I  do  not  expect  these  changes  to  be  sudden.  The  methods  and  text 
books  of  teaching  nature  which  I  would  substitute  are  not  yet  sufficiently 
perfected,  but  we  do  now  know,  from  the  study  of  the  child's  mind  and 
the  order  of  development  of  both  its  interests  and  its  powers,  that  all 
these  are  disregarded  and  sometimes  outraged  by  the  modern  American 
school  geographies.— G.  Stanley  Hall. 

Geography.— The  New  Pacific  GeogTaphy. 

Hygiefie. — Outlines  as  before,  using  any  elementary  book  for 
a  guide.    See  teacher's  edition  of  adopted  text. 

Aniinal  Life. — Review  with  lower  grades  the  previous  work, 
or  read  ''Ways  of  Wood  Folk,"  or  ''Robinson  Crusoe,"  devel- 
oping all  references  to  plant  and  animal  life  and  geography. 

Physics. — Experiments  illustrating  the  cause  of  sound,  trans- 
mission of  vibration,  loudness  of  tones,  pitch  of  tones,  effect  of 
changing  the  size  of  strings,  effect  of  the  tension  of  vibrating 
strings,  vibrating  air  columns.  Also  experiments  illustrating 
the  source  of  light,  the  ray  and  beam,  the  umbra  and  pen- 
umbra; transparent,  translucent  and  opaque  bodies;  inverted 
images  through  a  small  opening;  reflecting  of  light.  Use 
Smith's  Easy  Experiments  to  page  134. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


25 


SIXTH  YEAR, 

Geography.— text,  Tlie  New  Pacific  (jeograpliy,  com- 
pleted. 

Hygierie. — Same  as  in  fifth  year. 

Animal  a?iJ  Plant  Z//"^.— Use  Rick's  '^Natural  History  Object 
Lessons"  to  supplement  the  Geography. 

Physics. — Experiments  illustrating  refraction,  images  with 
convex  lenses,  a  simple  microscope,  the  solar  spectrum.  Also 
experiments  illustrating  gravity,  center  of  gravity,  stable  and 
unstable  equilibrium,  the  pendulum.  Use  Smith's  "  Easy  Ex- 
periments," to  page  i6o. 


SEVENTH  YEAR. 


GROUP  IV,  SEVENTH  AND  EIGHTH  YEARS. 

Revision  and  extension  of  the  course  in  Group  III,  giving  more  of 
completeness  and  of  scientific  arrangement  and  form  to  the  instruction. 
Cabinets  should  be  collected  for  the  schools. 

Physiology.— Genevol  review  by  use  of  a  text  book,  giving  special  at- 
tention to  hygiene  and  to  the  effects  of  stimulants  and  narcotics. 
Sanitation  of  school  and  home. 

Zoc/(9^j.— Observation  of  the  habits  of  animals  throughout  the  year  ; 
study  of  available  types  ;  general  classifications  ;  geographical  dis- 
tribution. 

Botany. — Essential  parts  of  the  plants ;  order  and  conditions  of 
growth  ;  principal  groups  ;  geographical  distribution  of  plants  ;  uses 
of  plants ;  study  of  trees. 

Mineralogy.— Gqxxq'cqI  treatment  of  the  structure  of  the  crust  of 
the  earth  ;  soils,  rocks,  fossils,  with  illustrations  from  the  neighbor- 
hood. 

Excursions  and  collections  by  the  pupil. 

Physics  and  Chemistry elementary  facts  and  principles  of  these 
sciences  should  be  taught  by  simple  experiments.  The  course  will 
vary  according  to  the  qualifications  of  the  teacher  and  the  means  of 
instruction.  Various  courses  for  this  instruction  have  been  prepared, 
giving  methods  in  detail. 

Only  such  selections  from  the  above  as  can  be  well  done. 

Report  of  the  Committee  of  Twel\t]. 

Physiology.  — The     adopted     text,     (jracled     LeSSOnS  in 

Hygiene. 


26 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


Animal  and  Plant  Life. — Work  in  English  composition,  by- 
outlining  and  describing  the  work  of  the  previous  grades. 

Physics. — Experiments  illustrating  pressure  of  liquids,  ^ 'water 
seeks  its  level,"  pressure  of  air,  the  pump,  the  siphon,  potential 
and  kinetic  energy,  inertia,  friction.  Also  experiments  illustrat- 
ing the  action  of  two  forces  acting  together,  two  parallel  forces, 
the  three  classes  of  levers,  forces  acting  at  an  angle.  Use 
Smith's  ''Easy  Experiments,"  pages  172-196. 


EIGHTH  YEAR. 


There  is  no  required  science  for  the  eighth  year.  One  of  the 
following  is  recommended,  at  the  option  of  the  district: 

Shaler's  "  First  Book  in  Geology;"  D.  C.  Heath  &  Co. 
Bert's  "Primer  of  Scientific  Knowledge;"  J.  B.  Lippin- 
cott  &  Co. 

James'  "  Practical  Agriculture;"  D.  Appleton  &  Co. 
Bailey's  "  First  Lessons  with  Plants;"  The  Macmillan  Co. 
Avery  and  Sinnott's  "First  Lessons  in  Physical  Science;" 

Butler,  Sheldon  &  Co. 
Review  Geography. 

Physics. — Experiments  illustrating  simple  measurements  by 
the  common  and  metric  scales,  relation  of  circumference  to 
diameter,  diameter  of  a  sphere,  volume  of  a  cylinder.  Use 
Smith's  "  Easy  Experiments,"  from  p.  196  to  the  end.  Also  vol- 
taic electricity,  pp.  54-60;  and  specific  gravity,  pp.  162-170. 


HISTORY  AND  CIVICS. 


"History  is  humanity  becoming-  and  being-  conscious  of  itself. 
*  *  *  History  is  humanity's  knowledge  of  itself,  its  certainty  about 
itself.  It  is  not  'the  light  and  the  truth,'  but  a  search  therefor,  a  ser- 
mon thereon,  a  consecration  thereto.  It  is  like  John  the  Baptist,  'not 
that  Light,  but  sent  to  bear  witness  of  that  Light.'  "  Droysen. 

The  theory  on  which  this  course  in  history  is  based  differs 
from  that  followed  by  most  schools.  It  has  been  the  custom  to 
teach  the  facts  about  our  own  country  and  people  to  the  primary 


COURSE   OF   STUDY   FOR  COMMON  SCHOOLS. 


27 


and  grammar  grades,  and  leave  the  subject  of  general  history  to 
high  school  instruction.  This  course,  however,  is  based  on 
Herbert  Spencer's  idea:  ''There  can  be  no  correct  idea  of  a 
part  without  the  corresponding  idea  of  the  correlative  whole." 
Hence  the  grade  work  in  history  consists  in  teaching  something 
of  the  history  of  the  race,  leading  up  to  and  including  the  his- 
tory of  our  own  people.  If  the  pupil  is  led  to  see  the  order  and 
UNITY  of  all  history,  the  history  of  the  United  States  can  be  in- 
terpreted with  more  profit,  and  a  better  citizenship  will  result. 

Progress  is  the  underlying  principle  of  history;  more  par- 
ticularly, mental  and  spiritual  progress.  With  each  change  of 
environment  old  ideas  give  way,  institutions  crumble,  and  from 
the  ruins  grow  new  creations. 

''And  the  thoughts  of  men  are  widening-  with  the  process  of 
the  suns."  Tennyson. 

"  New  occasions  teach  new  duties ;  time  makes  ancient  good 
uncouth  ; 

They  must  upward  still  and  onward,  who  would  keep  abreast 
of  Truth ; 

Lo  !  before  us  gleam  our  camp-fires,  we  ourselves  must  pil- 
grims be, 

Launch  our  Mayflower,  and  steer  boldly  through  the  des- 
perate winter  sea, 
Nor  attempt  the  Future's  portal  with  the  Past's  blood- 
rusted  key."  Lowell. 
In  the  study  of  history  by  young  pupils,  the  logical  relations 
must  give  way  to  the  psychological  conditions.     The  child  can- 
not grasp  the  logic  of  history,  but  he  can  feel  the  motives  of 
men  in  making  history,  if  their  acts  are  put  before  him  in  such 
manner  as  will  enable  him  to  compare  them  with  his  own  acts. 

The  purposes  of  history  in  a  school  course  are:  (i)  To 
provide  material  out  of  which  the  imagination  may  construct 
historical  pictures;  (2)  To  cultivate  the  habit  of  careful  obser- 
vation in  the  search  for  truth;  (3)  To  cultivate  the  habit  of 
judging  the  thought  and  feeling  of  men  through  their  actions; 
(4)  To  give  a  closer  knowledge  of  the  origin  and  nature  of  pres- 
ent conditions  and  institutions. 

No  other  subject  so  touches  both  the  head  and  heart  of  man- 
kind.   The  ethical  impulse  should  be  the  basis  of  all  instruc- 


28  COURSE   OF   STUDY   FOR  COMMON  SCHOOLS. 


tion  in  all  grades.  It  is  the  goodness  of  mankind  that  has 
evolved  the  good  of  civilization,  and  the  child  should  be  taught 
to  appreciate  the  nobility  of  those  whose  acts  constitute  the  his- 
tory of  the  race  and  have  determined  the  progress  of  ideas. 

A  child's  imagination  is  vivid,  and  the  history  work  should 
be  in  harmony  with  this  psychological  condition.  The  story 
should  be  made  the  basis  for  the  cultivation  of  the  imagination. 

The  myth  should  be  read  because  it  is  in  harmony  with  the 
child's  mental  development,  and  likewise  represents  the  cl^ild- 
period  of  the  race. 

After  the  myth  should  follow  the  traditions  of  a  people, 
representing  the  transition  from  the  purely  imaginary  stage  of 
history  to  the  stage  of  realities,  modified  by  their  touch  with  the 
generations  through  which  they  pass. 

Then  should  follow  real  heroes  or  fictitious  ones,  around 
whom  cluster  the  great  actions  which  determme  social  con- 
ditions and  constitute  real  history. 

At  all  times  touch  the  subject  from  the  child's  point  of  view, 
and  appeal  to  child-impulses  and  experiences. 

Emphasize  the  fact  that  in  all  ages  the  same  emotions  and 
passions  actuate  man;  that  strength  is  ever  encroaching  upon 
weakness,  that  tyranny  is  ever  trying  to  hmit  human  liberties. 


THE  STORY,  IN  HISTORY  AND  LITERATURE. 

''Of  all  things  that  a  teacher  should  know  how  to  do,  the  most  im- 
portant, without  any  exception,  is  to  be  able  to  tell  a  story."— 

G.  Stanley  Hall. 

"At  the  heart  of  the  great  dramas  of  the  world,  lies  the  story  as 
the  nucleus  of  interest.  It  is  the  story  that  delights,  that  thrills,  that 
awes,  that  gives  impetus  to  the  philosophic  thought  that  they  have 
inspired."— Hamilton  Wright  Mabie. 

I.  What  is  it?— It  is  a  picture,  a  word  picture  that  helps 
us  to  see  more  clearly,  to  feel  more  heartily,  and  to  act  more 
faithfully. 

Qualities  of  a  good  story. — 

1.  It  should  be  interesting  and  dramatic. 

2.  It  should  be  instructive  and  significant. 


COURSE   OF   STUDY   FOR   COMMON'  SCHOOLS. 


29 


3.  It  should  be  simple  and  in  concise  language. 

4.  It  should  be  complete,  a  logical  unity. 

5.  It  should  cultivate  a  taste  for  good  literature. 

6.  It  should  lead  to  the  formation  of  moral  judgments. 

7.  It  should  be  related  to  the  daily  school  work. 

8.  It  should  embody  an  ideal. 

Stories  should  always  embody  ideals — ideals  of  courage, 
strength,  wisdom,  patience,  generosity,  unselfishness,  kindness. 
Children  imitate  what  they  admire,  thus  an  ideal  becomes  an 
unconscious  influence  upon  character.  ■■  Ideals  are  the  end  as 
well  as  the  center  and  source  of  our  living — ah  the  other  powers 
are  but  means  by  which  we  seek  to  realize  our  ideals  in  our 
lives.'" 

III.  Kinds  of  stories. — 

1.  Imaginative — to  cultivate  the  sesthetic  emotions. 

2.  Realistic — to  teach  a  moral  and  to  inspire  imita- 

tion. 

3.  Historic — to  discover  individual  relations  to  society. 

4.  Scientific — to   form  habits  of  observation  and  to 

convey  information. 
Through  the  historic  tale  the  child  discovers  how  environ- 
ment influences  work  and  habits,  and  how  environment  may 
be  overcome.  He  also  discovers  relation  between  the  individual 
and  societv.  the  growth  of  the  state  and  the  changes  therein 
whereby  it  has  become  the  institution  of  a  free  people. 

IV.  Treataiext  of  the  story. — 

1.  Preparation. — Prepare  the  child's  mind  for  the  thought 
to  be  presented,  by  skillful  questioning,  and  thus  bring  to  the 
child's  consciousness  the  concepts  which  are  related  to  those 
about  to  be  presented. 

2.  Presentation. — Give  the  story  complete.  If  it  is  a  long 
one,  give  it  in  sections,  each  section  forming  a  complete  whole 
in  itself.  Develop  it  in  all  relations,  and  require  the  pupil  to 
reproduce  it.  In  the  reproduction  of  stories,  do  not  interfere 
with  the  continuitv  of  thought  by  correcting  faults  in  language 
and  pronunciation,  but  leave  that  until  the  close  of  the  narrative. 


30 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


3.  Abstraction. — Lead  the  child  to  reach  the  general  con- 
clusions which  are  important  and  significant  to  his  life,  by  (a) 
developing  clearly  the  new  concepts,  (b)  by  co-ordinating  and 
associating  them  with  his  old  concepts,  and  (c)  by  deriving  the 
general  notion  underlying  the  story. 

4.  After  the  general  truth  is  abstracted,  it  should  be  ex- 
pressed in  good  English.  It  should  also  be  related  to  the 
pupil's  daily  living,  in  the  most  direct  manner.  Let  the  story 
point  its  own  moral. 

V.      To   THE  TEACHER.  

1.  Know  the  story.  Read  many  books  for  the  fullest  pos- 
sible information.  You  must  see  all  that  there  is  in  it  if  you  are 
to  lead  the  pupil  to  see  it. 

2.  Feel  the  story.  You  must  first  be  touched  by  the  story 
before  you  can  touch  your  pupils  with  it. 

Dr.  Walter  L.  Hervey,  in  his  "  Picture  Work,"  says:  ''The 
secret  of  story-telHng  lies  not  in  following  rules,  not  in  analyzing 
processes,  not  even  in  imitating  good  models,  though  these  are 
all  necessary,  but  first  of  all  in  being  full — full  of  the  story, 
the  picture,  the  children;  and  then  in  being  morally  and  spiritu- 
ally up  to  concert  pitoh,  which  is  the  true  source  of  power  in 
everything.  From  these  comes  spontaneity;  what  is  within 
must  come  out;  the  story  tells  itself,  and  of  your  fullness  the 
children  all  receive." 

3.  Shorten  it  by  cutting  out  details  which  do  not  intensify 
the  picture.    Brevity  is  the  soul  of  story-telling. 

4.  Expand  it  by  giving  a  background  of  such  details  as  are 
necessary  for  a  clear  conception. 

5.  Repeat  it,  and  have  pupils  repeat  it.  A  good  story  is 
always  worth  re-telling. 


FIRST   AND   SECOND   YEAR  HISTORY, 


About  the  only  historic  impulse  that  can  be  given  children 
in  the  beginning  grades  is  such  as  arise  in  connection  with  the 
various  hoHdays  and  anniversaries  through  the  year.  These 
exercises  should  be  given  by  all  grades. 


COURSE  OF   STUDY   FOR  COMMON  SCHOOLS.  31 


Books   For   the    Teacher's  Desk. 

Essential. — 

History  Reader  for  Elementary  Schools,  by  Mrs.  L.  L. 
W.  Wilson. 

Teacher's  Manual  (to  accompany  the  Reader),  by  Mrs. 

L.  L.  W.  Wilson. 
Santa  Rosa  Story  of  Washington, 

Helpful. — 

''American  History  Stories,"  4  vols. 

"  Pilgrims  and  Puritans." 

"  From  Colony  to  Commonwealth." 

Any  good  texts  on  United  States  History. 

Teachers'  Journals  giving  special  programs. 

"  The  Rescue  of  Cuba." 

''  Stories  of  Other  Lands  "  to  p.  50. 

SEPTEMBER  AND  OCTOBER. 

Columbus. — It  is  clear  that  these  months  can  be  used  to  em- 
phasize the  events  related  to  the  discovery  of  America.  The 
time  up  to  October  12  should  be  devoted  to  Columbus,  and  the 
rest  of  the  time  can  be  given  to  the  Norsemen  and  the  Cabots 
and  other  explorers. 

NOVEMBER. 

Thanksgiving  and  the  Pilgrims. — The  troubles  of  the 
Pilgrims,  their  worship,  dress,  wanderings,  and  landing  at 
Plymouth  Rock. 

Read  Mrs.  Hemans'  "Landing  of  the  Pilgrims." 

Teach  the  facts  about  the  first  Thanksgiving. 

On  the  day  before  Thanksgiving  a  program  should  be  ren- 
dered, the  boards  decorated,  visitors  invited,  and  a  day  of 
gratitude  be  spent  with  the  greatest  liberties  consistent  with 
propriety. 

If  situated  to  make  it  possible,  children  should  be  encour- 
aged to  bring  contributions  to  the  school  for  proper  distribution 
to  the  needy. 

DECEMBER. 

John  Smith  and  the  Virginia  Colony. — Since  the  London 
Company  sent  the  first  settlers  to  Virginia  from  London, 
December   19,  1606,  the  work  of  the  month  clusters  around 


32 


COURSE   OF   STUDY   FOR  COMMON  SCHOOLS. 


Virginia  and  John  Smith,  and  collateral  with  this  may  be  taught 
the  story  of  Henry  Hudson,  of  William  Penn,  and  other 
leaders  in  colonial  times. 

Emphasize  the  treatment  of  the  Indians  by  Penn  to  illus- 
trate the  power  of  kindness  and  justice. 

JANUARY. 

Benjamin  Franklin. — Franklin  was  born  January  17.  Dur- 
ing this  month  pupils  should  learn  facts  about  his  early  life,  and 
some  of  the  short  sayings  from  his  writings. 

FEBRUARY. 

February  12  and  22. — The  teacher  needs  no  suggestion  for 
the  work  of  this  month. 

MARCH. 

The  Boston  Massacre,  March  5. — The  story  of  the  troubles 
which  led  to  the  Revolution.  Prepare  for  the  work  of  the  next 
month. 

APRIL. 

The  Battle  of  Lexington. — Continue  the  story  of  the 
Revolution  to  the  end,  touching  with  emphasis  the  stories  of 
Bunker  Hill,  the  Declaration  of  Independence,  capture  of  the 
Hessians,  Valley  Forge,  Benedict  Arnold,  surrender  of  Corn- 
wallis.     Give  a  program  on  the  19th  of  the  month. 

may. 

May  30,  Decoration  Day. — As  a  preparation  for  this  day, 
the  month  should  be  devoted  to  the  study  of  Grant  and  the 
Civil  war,  with  such  stories  as  will  teach  the  ideas  of  freedom, 
bravery  and  loyalty.  -The  first  of  the  month,  as  a  variation, 
may  be  given  to  the  story  of  Dewey's  victory  at  Manila. 

JUNE. 

A  Flag  Day  Program. — A  study  of  National  flags.  The 
story  of  Betsy  Ross,  and  the  Star-Spangled  Banner.  The  flag 
salute  and  the  national  airs.  Or, 

The  Merrimac  in  Santiago  Harbor,  June  3. — Lieutenant 
Hobson  and  his  companions  sank  the  Merrimac  in  the  channel 
to  prevent  the  escape  of  Cervera's  fleet.  The  month  may  be 
devoted  to  the  events  of  the  Spanish  war. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


33 


THIRD  YEAR. 


Books  for  the  Teacher *s  Desk. 

Essential, — Same  as  for  First  Year. 

Scott's  "Organic  Education"  (Vol.  XXXV.  of  Heath's 
Ped.  Library). 

"  Ten  Boys  Who  Lived  from  Long  Ago  to  Now." 
The  Story  of  the  Chosen  People." 
Helpful. — Same  as  before. 

Kemp's  "  OutHne  of  Method  in  History." 

''Stories  of  the  Olden  Time,"  pp.  71-116. 

Stories  of  Croesus,  Cyrus,  Babylon,  the  Jewish  Captivity. 

"  Old  Stories  of  the  East." 

Any  good  text  on  General  History. 
The  year  is  given  to  the  study  of  the  pastoral  period  of  the 
race,  as  shown  by  the  Aryan  and  Persian.     Ample  opportunity 
is  given  to  develop 

Ideas  of  property  rights. 

Sense  of  danger  and  caution. 

Benefits  of  Co-operation. 

Individuality  of  character. 

Sense  of  mastery. 

Ideas  of  military  life. 

KABLU,  the  ARYAN  BOY. 

Read  and  explain  the  complete  story,  and  review  orally  by 
developing  the  following  outline: 

1.  The  ideas  of  "A  long,  long  time  ago,"  and  "Along, 
long  way  off." 

2.  Description  of  a  mountain. 

3.  How  the  house  was  built.  / 

4.  Morning  worship — prayer  to  the  Sun. 

a.  Is  the  sun  very  important  to  the  comfort  of  man? 

b.  Should  we  be  thankful  for  all  things  given  to  us? 

c.  Do  people  still  worship  the  Sun? 

d.  Is  it  our  duty  to  express  our  thanks  for  the  bless- 

mgs  we  enjoy? 

5.  Occupation  of  each  member  of  the  family. 

— 3 


34 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


a.  In  the  house. 

b.  In  the  fields. 

c.  Relation  of  occupation  to  environment. 

6.  Implements  and  tools. 

a.  Plows,  knives,  etc. 

b.  Use  of  metals. 

c.  Mill  for  grinding  grain. 

d.  Earthenware  and  work  in  clay. 

7.  The  storm. 

a.  The  evening  prayer. 

b.  The  thunder  and  lightning;  cause  and  effect. 

c.  The  swollen  mountain  stream;  cause  and  effect. 

d.  The  home  destroyed. 

8.  The  home  re-built. 

a.  Who  built  it? 

b.  Of  what  material  is  it  built? 

c.  How  came  the  stone  to  be  used? 

d.  Compare  with  homes  of  to-day. 

e.  How  was  the  roof  made? 

•  9.     The  change  in  the  seasons. 

a.  Length  of  summers  and  winters. 

b.  Famine  and  its  effects. 

c.  Migration  to  the  plains. 

d.  Reasons  for  and  against  the  migration. 

e.  Relation  of  climate  to  occupation. 

f.  Plant  and  animal  lite. 

g.  The  savage  inhabitants. 

h.  A  thinking  people  rules  an  ignorant  people. 

i.  Is  slavery  right. 

JO.     Emphasize  the  following  thoughts: 

a.  Each  one  at  home  has  something  to  do. 

b.  We  should  pray  to  our  God,  "Gladden  our  hearts 

to  do  Thy  will." 

c.  ''The  brothers  will  come  and  work  for  the  one  who 

is  in  need." 

d.  "  Man  means  one  who  thinks." 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


35 


e.  Man,  the  thinker,  can  bring  good  out  of  disaster, 
wisdom  out  of  misfortune,  because  he  can  think." 

f.  ''It  took  the  thought  of  many  men  to  learn  how  to 

bring  wisdom  out  of  misfortune."    (Beginning  of 

social  life  and  government), 
II.     Drill  pupils  in  illustrating  the  story  by  original  draw- 
ings of  the  home,  the  jars,  the  swollen  stream,  the  rising  sun, 
the  plow,  etc. 

DARIUS,    THE   PERSIAN  BOY. 

Read  and  explain  the  complete  story,  and  review  by  develop- 
ing the  following  outline: 

1.  Relation  of  Darius  to  Kablu. 

a.  Migration  of  the  mountain  people  westward. 

b.  Parting  at  the  Black  Sea. 

c.  Arrival  of  the  family  of  Darius. 

d.  The  religion  of  the  Medes  and  Persians. 

2.  The  education  of  the  Persian  boy. 

a.  Early  rising,  and  hastening  to  the  open  field. 

b.  The  dress  and  equipment  of  each  boy. 

c.  The  subjects  taught. 

The  sling  and  bow. 
Use  of  iron. 
Horsemanship, 
Moral  instruction. 

d.  Daily  meals,  and  self  support. 

e.  Crossing  the  river. 

3.  Zadok,  the  Hebrew  boy. 

a.  The  story  of  the  salt  sea,  and  its  commerce. 

b.  Captivity  of  the  Jews  in  Babylon. 

4.  Darius  on  the  farm, 

a.  Rural  occupations. 

b.  Lesson  from  the  Zendavesta. 

c.  The  locusts. 

5.  Return  to  Babylon, 

a.  Location. 

b.  Walls. 

c.  Euphrates, 


36  COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


d.  Temple  of  Belus. 

e.  Hanging  Gardens. 

f.  Palaces  and  bridges. 

6.  Religion. 

a.  Ormuzd  and  Jehovah. 

b.  Religious  festival  of  the  Nevv^  Year. 

c.  The  freedom  of  the  Jews. 

7.  Drill  on  the  following  thoughts: 

a.  Do  not  let  us  forget  the  traditions  of  our  Fathers. " 

b.  Do  you  also  serve  the  Father  of  Light  and  Life?" 

c.  ''There  are  two  spirits,  the  good  and  the  base.  Be 

good,  not  base.  The  good  is  holy,  true,  to  be 
honored  through  truth,  through  holy  deeds. 
You  cannot  serve  both. 

d.  ''And  he  promised  to  bring  us  again  out  of  our  cap- 

tivity. " 

e.  "One  of  man's  chief  duties  is  to  till  the  soil  which 

the  F'ather  of  Life  and  Light  has  given  to  him, 
and  to  plant  trees,  that  the  fruitful  earth  may 
blossom  and  be  glad." 

f.  "Purity  and  glory  will  grow  and  bloom  forever  for 

those  who  are  pure  and  upright  in  their  own 
hearts. " 

g.  "Truth,  courage  and  obedience." 

8.  Drill  in  illustrative  drawings  as  before. 


FOURTH  YEAR. 


Books  for  the  Teacher^s  Desk, 

Essential — Same  as  for  third  year. 

"Greek  Gods,  Heroes  and  Men." 

"The  Story  of  the  Greeks." 
Helpful — 

"Old  Greek  Stories." 

"The  Story  of  Troy." 

Firth's  "Stories  of  Old  Greece." 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


37 


Kupfer's  ''Stories  of  Long  Ago." 

Judd's  ''Classic  Myths." 

Any  books  on  mythology. 

Any  good  text  on  Grecian  History. 

"Ten  Great  Events  in  History,"  to  p.  23. 

"  Stories  of  the  Olden  Time,"  to  p.  20. 
The  whole  year  is  to  be  given  to  the  study  of  Greek  history 
and  mythology.  Following  the  story  of  Cleon,  some  of  the 
Grecian  myths  should  be  retold  and  others  read,  and  where  pos- 
sible, interpreted  to  show  their  relations  to  physical  conditions 
and  environments  of  Greece. 

Any  Greek  history  or  mythology  will  be  helpful,  but  perhaps 
the  best  books  for  the  teacher's  desk  is  one  published  by  Scott, 
Foresman  &  Co.  of  Chicago,  entitled  "Greek  Gods,  Heroes  and 
Men."  This  book  is  comprehensive  for  the  purpose  de- 
sired and  delightfully  interesting. 
Keep  in  view  in  all  exercises 

The  cultivation  of  a  healthful  imagination. 

Development  of  ethical  perceptions. 

The  influence  of  environment. 

The  dignity  of  body  and  mind. 

The  emphasis  of  ideals. 
Supplement  "The  Wanderings  of  Odysseus"    by  an  ac- 
count of  the  voyage  of  ^Eneas,  thus  preparing  for  the  next  story 
about  Horatius. 

Teach  the  story  of  Damon  and  Pythias  in  "Stories  of  the 
Olden  Time,"  p.  36. 

CLEON,    THE   GREEK  BOY. 

1.  The  valley  where  the  Olympic  games  are  held. 

a.  On  the  march  to  the  valley. 

b.  From  whence  they  come. 

2.  The  child  and  his  pedagogue. 

a.  Meaning  of  "pedagogue." 

b.  Price  of  an  intelligent  slave.     Is  intelligence  always 

valuable? 

c.  School  days  and  school  hours. 

d.  Method  of  teaching  writing. 


38 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


e.  How  Atticus  learned  his  letters. 

f.  Cleon's  inclination  to  oratory,  and  how  he  learned 

Homer. 

g.  His  games. 

3.  The  Olympic  races. 

a.  Cleon  starts  for  the  races. 

b.  His  dress,  and  the  dress  of  the  horseman. 

c.  How  time  was  counted. 

d.  The  noon-day  meal. 

e.  The  laurel  staff. 

f.  Aristodemus,  the  Spartan  boy. 

g.  The  victorious  race. 

h.  The  wrestling  contest. 

4.  Their  return  home. 

a.  The  garland  on  the  door. 

b.  The  wool  on  the  neighbor's  door. 

c.  Structure  of  the  house. 

d.  The  sacred  hearth. 

e.  The  golden  ear-rings. 

5.  The  Acropolis. 

a.  The  statue  of  Pallas-Athena. 

b.  The  festival  and  torch  race. 

c.  Daldion,  the  orphan,  reared  and  educated  by  the 

state. 

6.  The  christening  festival  of  Cleon's  baby  brother. 

a.  Preparation  of  the  food. 

b.  The  amusements. 

c.  The  guests,  their  dress  and  reception. 

d.  How  the  feast  was  served. 

e.  Cleon's  share  in  the  festivities. 

f.  He  retires  to  his  bed. 

7.  Drill  on  the  following  thoughts: 

a.  ''We  know  that  no  image  can  represent  God,  the 

Father  of  us  all." 

b.  "These  boys  are  too  poor  to  pay  a  teacher,  and  yet 

they  have  a  great  love  of  learning,  so  they  are 
working  for  the  schoolmaster,  who  will  pay  them 
in  teaching." 


39 


c.  ''The  body  must  be  educated  as  well  as  the  mind. 

d.  ''Obedience  is  one  of  the  duties  of  a  good  citizen." 

e.  "He  who  toils  is  beloved  by  God  and  men." 

f.  "It  was  not  ear-rings  of  gold  that  the  oracle  meant, 

but  jewels  of  thought  set  in  golden  words." 
8.    Drill  in  drawing  the  plan  of  the  Greek  house. 


FIFTH  YEAR, 


Books  for  the  Teacher's  Desk. 

Essential. — Same  as  before. 

Pratt's  "Stories  of  Old  Rome." 

"The  Story  of  the  Romans." 
Helpful. — Books  on  mythology  as  before. 

"The  Story  of  ^Eneas." 

"The  Story  of  Caesar." 

Any  good  text  on  Roman  History. 

"Stories  of  the  Olden  Time,"  pp.  1 17-168. 

Shakespeare's  "  Coriolanus  "  and  "Julius  Caesar." 

During  the  fifth  year  Mowry's  Primary  History  of  the 

United  States  is  required-  in  the  hands  of  the  pupils,  not  as  a 
separate  recitation,  but  to  be  used  alternately  with  the  reader. 

The  whole  year  is  to  be  given  to  the  study  of  Roman  history 
and  life.  Following  the  story  of  Horatius,  attention  should  be 
given  to  Roman  heroes  and  decisive  events  of  Roman  history. 
Any  Roman  history  will  be  helpful,  but  perhaps  the  best  book 
for  the  teacher's  desk  is  published  by  the  Educational  Pub- 
lishing Company,  "  Stories  of  Old  Rome." 
Develop  in  a  general  way 

Power  based  on  selfishness  and  cruelty  cannot  endure, 

Decisive  character  overcomes  opposition. 

Heroism  is  closely  related  to  patriotism, 

Power  through  law  and  order  will  endure. 

HORATIUS,  THE   ROMAN  BOY. 

1.  A  sail  in  a  Trireme. 

2.  The  slave  market  in  Rome. 


40 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


a.  The  slaves. 

b.  The  buyers  and  their  costume. 

c.  Horatius  and  Horatia.     Family  names. 

3.  The  Roman  house. 

4.  The  household  gods. 

5.  The  vestal  virgins. 

6.  The  Roman  calendar. 

7.  The  shield  festival. 

8.  What  Horatius  learned  at  school. 

a.  Writing. 

b.  Reading  and  declaiming. 

c.  Numbers. 

d.  Geographical  ideas. 

e.  The  Twelve  Tables  of  the  Law. 
g.     The  mock  trial. 

10.  The  vacation  festivals. 

a.  To  the  temple  of  Minerva. 

b.  To  the  temple  of  Diana. 

c.  The  sacrifices  at  night. 

d.  To  the  temple  of  Apollo. 

11.  Horatius  visits  the  senate. 

a.  The  boys  play  ''senate." 

b.  They  elect  a  tribune. 

c.  They  study  the  veto  power. 

12.  Scipio's  arrival  from*Spain. 

a.  The  march  from  Campus  Martius  to  the  Temple  of 

Jupiter. 

b.  The  General's  costume. 

c.  The  crown  of  oak  leaves,  etc. 

13.  Valerius'  story  of  the  Temple  to  Castor  and  Pollux. 

14.  Funeral  celebrated  by  public  exhibitions. 

15.  Saturnalia  Holidays. 

a.  Gifts  to  the  poor. 

b.  Gifts  from  friends. 

c.  Gift  of  freedom. 

d.  The  "  The  Game  of  Troy." 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


41 


i6.     The  Lupercal  feast. 

a.  The  sacrifice. 

b.  The  German  Gladiators. 
Drill  on  the  following  thoughts  : 

1.  What  is  punishment  for  ?  It  is  to  make  us  better. 
Now  if  the  man  is  made  really  better,  let  us  be  thankful  that  it 
was  by  the  sight  of  pure  and  good,  rather  than  by  the  stern 
and  dreary  imprisonment.  There  is  severity  and  punishment 
enough,  and  more  than  enough,  in  Rome.  So  we  will  cherish 
this  little  glimpse  of  gentleness  and  mercy. 

2.  No  Roman  ever  rises  to  distinction  who  is  not  capable 
of  eloquent  pleading. 

3.  And  thus  early  the  boys  learn  that  it  is  also  their  duty  to 
advance  the  grandeur  of  Rome. 

4.  This  man  I  will  to  be  free." 

5.  It  is  not  a  manly  nor  kindly  thing  that  they  should  be 
made  to  hurt  or  kill  each  other  as  an  amusement  for  the 
Romans. 


SIXTH  YEAR. 


Books  for  the  Teacher^s  Desk. 
Essential. — Same  as  before. 

Dickens'  ^' Child's  History  of  England,"  or 

Blaisdell's  ''Short  Stories  from  English  History." 

Scott's  ''Tales  of  Chivalry." 
Helpful. — 

"The  Story  of  the  EngHsh." 

"England"  (Evolution  of  Empire  Series). 

Rannie's  "Outline  of  the  English  Constitution." 

Any  good  text  on  English  history. 

Scott's  works  based  on  English  history. 

Shakespeare's  plays  based  on  EngHsh  history,  as  "  Henry 
VIII,"  "King  John,"  etc. 

THE  ANGLO-SAXON  BOY. 

1.  The  race  to  the  eagle  tree. 

2.  The  village  boundaries. 


42 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


3.  The  swine  herd. 

4.  Grendel." 

5.  The  message  of  old  Elric. 

a.  Description  and  arms. 

b.  Derivation  of  the  names  of  the  days  of  the  week. 

6.  The  Saxon  home. 

"  a.  The  mother's  reception. 

b.  Grandfather's  news. 

c.  Equipped  for  war. 

7.  The  voyage  to  England. 

a.  Description  of  the  fleet. 

b.  Hengist's  opinion  of  the  Britons. 

c.  Reception  by  Vortigern,  the  British  king. 

d.  Wulf's  oath  of  allegiance. 

8.  The  march  against  the  Picts. 

a.  Description  of  the  Picts. 

b.  The  old  Roman  roads. 

c.  Thong  castle. 

9.  The  Saxon  settlement  on  the  Isle  of  Thanet. 
10.     Their  learning  and  lore. 

a.  Their  education. 

b.  The  old  gleeman's  tales. 

c.  How  they  signed  their  names. 

d.  Anglo-Saxon  words  in  the  English  language. 
Continue  the  year  by  similar  study  of  Gilbert,  The  Page; 

Roger,  The  English  Lad;  Ezekiel  Fuller,  The  Puritan  Boy,' 
Jonathan  Dawson,  The  Yankee  Boy;  and  Frank  Wilson,  The 
Boy  of  1885. 

II.     Drill  on  the  following: 

a.  ^'  To  be  a  free  man  is  as  good  as  to  be  a  king." 

b.  '^A  true  knight  should  have  his  feet  steady,  his 

hands  diligent,  his  eyes  watchful,  and  his  heart 
resolute. " 

c.  '^Loyalty,  the  first  and  greatest  lesson  for  every 

Englishman." 

d.  The  school-room  motto— Either  teach,  or  learn, 

or  leave  the  place." 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


43 


e.  ''Do  unto  others  as  you  would  have  others  do  to 

you." 

f.  "  Many  a  simple  thing  the  skillful  New  Englanders 

could  make  for  themselves  if  their  mother  country 
would  allow  them  to  do  so." 

g.  "  He  will  live  to  call  it  Independence  Day,  and  to 

think  of  it  as  the  birthday  of  a  great  nation." 

h.  "It  is  not  what  a  boy  has,  but  what  he  is,  that 

makes  him  valuable  to  the  world,  and  the  world 
valuable  to  him." 

Teachers  should  lead  pupils  to  'develop  parliamentary  and 
forensic  power  through  organized  societies,  either  in  the  regular 
school  exercises,  or  in  debating  societies  meeting  one  evening 
each  week  for  the  benefit  of  the  entire  district.  For  information 
on  this  subject  refer  to 

Robert's  "  Rules  of  Order;"  Scott,  Foresman  &  Co. 
Reed's  "Rules  of  Order;"  Rand,  McNally  &  Co. 
Fish's  "  Guide  to  the  Conduct  of  Meetings;"  Harper  & 
Brothers. 

Robert's  "Parliamentary  Syllabus;"  Scott,  Foresman  & 
Co. 

During  the  sixth  year,  the  text  Why  We  Yote,  is  re- 
quired in  the  hands  of  the  pupils,  not  as  a  separate  study,  but 
to  be  used  alternately  with  the  reader.  Wherever  possible,  the 
school  should  be  organized  into  the  various  municipal  depart- 
ments of  local  government  for  concrete  illustration  of  public 
business  methods. 

"In  connection  with  the  history,  which  should  be  closely  connected 
with  the  geography,  the  teacher  who  keeps  her  pupils  informed  upon 
the  "  current  events  "  of  the  day  will  give  them  a  clearer  conception 
of  what  the  history  of  the  country  is.  They  will  get  the  idea  that  we^ 
as  well  as  the  people  of  the  past,  are  a  part  of  history,  and  that  the 
history  of  the  future  will  consist  of  a  record  of  the  deeds  of  to-day." 

Miss  Sadie  Rogers, 
Principal  Training  Dept.,  New  Whatcom  Normal  School. 


I 


44 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


SEVENTH  YEAR. 


The  seventh  and  eighth  years  are  devoted  to  the  study  of  the 
history  of  the  United  States  and  the  fundamental  principles  un- 
derlying good  citizenship.  Attention  will  be  given  to  related 
topics  in  geography  and  literature. 

Suggestions  to  Teachers  of  U.  S.  History. 

1.  Study  by  topics — not  by  pages. 

2.  Study  related  events  rather  than  dates. 

3.  Express  the  thought  in  the  best  possible  original  English. 

4.  Do  not  memorize,  except  choice  collateral  literary  se- 
lections. 

5.  Constantly  refer  to  related  facts  by  proper  reviews. 

6.  Briefly  explain  all  alusions  to  history,  science  and  litera- 
ture. 

7.  Dwell  on  good  deeds — the  lives  of  good  men. 

8.  Use  topical  outlines  for  composition. 

9.  Give  programs  based  on  noted  days  in  history. 

10.  Encourage  the  narration  by  the  pupils  of  supplemental 
matter. 

11.  Develop  the  biographies  of  leaders  in  politics  and  learn- 
ing. 

12.  Study  current  events  and  the  proper  use  of  newspapers 
and  magazines. 

13.  Make  and  use  simple  outline  maps  to  illustrate  and  sup- 
plement the  lesson. 

In  the  seventh  grade,  study  at  least  to  the  constitutional 

period,  using  the  adopted  text.  The  New  Era  U.  S.  History. 

Books  for  the  Teacher^s  Desk. 

Essential — 

Rice's     Course  in  History  and  Literature." 
Mace's     Method  in  History." 
Starr's  ''American  Indians." 
''Our  Country  in  Prose  and  Poem." 
Carrington's  "Columbia  Selections." 
Kemp's  "Outline  of  Method  in  History." 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


45 


EIGHTH  YEAR. 


Complete  the  text,  and  take  collateral  or  alternate  with  it 
Dole's  American  Citizen.  Emphasize  as  in  previous  grade 
the  related  facts  in  geography  and  literature.  Read  to  the  class 
Chap.  Ill  of  Dole's  Coming  People,"  Thos.  Y.  Crowell,  &  Co., 
Boston. 

Books  for  the  Teacher^s  Desk. 

Essential — 

Same  as  for  seventh  grade, 

Taylor's     History  of  Washington." 
For  complete  lists  of  books  on  history,  see 

Rice's  "Course  in  History  and  Literature." 

Scott's    Organic  Education." 

Kemp's  ''Outline  of  Method  in  History." 

Mace's  "  Method  in  History." 


ARITHMETIC. 


The  course  in  arithmetic  is  left  optional  for  the  first  three 
grades,  that  the  districts  may  use  any  particular  system  or 
method  of  primary  numbers  desirable.  For  aid  in  teaching, 
teachers  are  referred  to 

"Psychology  of  Number;"  D.  Appleton  &  Co. 
"  Prince's  Arithmetic  by  Grades;"  Ginn  &  Co. 
"  Nichol's  Arithmetic  by  Grades;"  Thompson,  Brown  & 
Co. 

"The  Wooster  Arithmetic,  Grade  I;"  Crane  &  Co. 

"  Speer's  Arithmetic  for  Primary  Teachers;"  Ginn  &  Co. 

"  McLellan  and  Ames'  Primary  Arithmetic,"  Teachers' 
Edition;  The  Macmillan  Co. 

Brooks'  "Philosophy  of  Arithmetic;"  The  Normal  Pub- 
lishing Co.,  Lancaster,  Pa. 

The  course  by  grades  is  as  follows: 
First  Year. — Optional. 
Second  Year. — Optional. 

Third  Year.— Walsh's  Primary  Arithmetic  in  the  hand 
of  the  teacher. 


46 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Fourth  Year.  —  Walsh's  Primary  Arithmetic  in  the 

hands  of  the  pupils. 

Fifth  Year.— Grammar  School  Arithmetic,  Chapters  VI 

and  VIL 

Sixth  Year.— Grammar  School  Arithmetic,  Chapters  VIII 

and  IX. 

Seventh  Year.— Grammar  School  Arithmetic,  Chapters 
X,  XI,  and  XII. 

Eighth  Year.— Grammar  School  Arithmetic,  Chapters 
XIII,  XIV,  XV,  and  XVI. 


READING. 


Reading  is  more  and  more  considered  as  a  means,  not  an 
end.  Not  only  is  a  child  given  the  mechanical  power  to  read, 
but  it  is  taught  what  to  read.  Good  literature  is  brought  to  the 
pupils  of  all  grades.  The  publishing  houses  are  supplying  the 
schools  with  the  best  literature  in  the  form  of  biography,  myth, 
legend,  history,  geography,  and  nature  books.  The  pupils 
should  be  drilled  on  the  regular  lessons  of  the  text  in  reading, 
but  in  addition  they  should  be  led  to  select  other  books  from  the 
Hbrary  for  home  reading,  and  each  school  district  should  provide 
supplementary  books  suitable  for  each  grade.  These  books 
should  be  selected  with  a  view  of  correlation  with  other  subjects, 
and  the  reading  period  will  then  become  one  of  information  as 
well  as  oral  drill. 

For  information  on  methods  of  teaching  reading,  the  teacher 
should  refer  to — 

''Bronson's  Reading  Methods;"  D.  C.  Heath  &  Co. 
'^Phonics  and  Reading;"  Public  School  Publishing  Co. 

How  to  Teach  Reading;"  Silver  Burdett  &  Co. 
''Special  Method  m  Reading;"  Public  School  Publishing 
Co. 

''How  to  Teach  Reading  in  the  Public  Schools;"  Scott, 

Foresman  &  Co. 
"Burt's  Literary  Landmarks;"  Houghton,  Mifflm  &  Co. 
"Hall's  How  to  Teach  Reading;"  D.  C.  Heath,  &  Co. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


47 


Le  Row's    How  to  Teach  Reading;"  Maynard,  Merrill  & 
Co. 

Any  Treatise  on  Elocution. 
Oral  expression  cannot  be  taught  apart  from  thought  com- 
prehension. Lead  pupils  to  see  clearly  and  to  feel  deeply,  and 
they  will  find  that  expression  is  natural  and  easy.  Arouse  in- 
terest, excite  emotion,  and  expression  will  be  effective.  Child- 
ren love  to  read  (f  they  have  something  to  read,  but  they  do  not 
ove  to  read  when  they  merely  have  to  read  something.  Encourage 
rhetorical  exercises,  recitations,  debates,  and  public  readings. 
A  literary  society  on  Friday  afternoon  of  each  week  is  one  of 
the  very  best  means  of  cultivating  oral  expression.  Each  grade 
should  commit  to  memory  some  choice  selections,  and  practice 
in  articulation,  emphasis,  quality  of  voice,  inflection,  pitch,  rate, 
etc.     See  list  on  page  51. 


FIRST  YEAR, 

The  adopted  text: 

Lights  to  Literature,  Book  One,  Rand,  McNally  &  Co. 

Supplementary  books  recommended: 

Rice's  "First  Year  Book,"  The  Westland  Publishing  Co. 

Bass's    Beg-inner's  Reader,"  D.  C.  Heath  &  Comany. 

"  The  Wooster  Primer,"  Crane  &  Company. 

"  Home  and  School  Series,"  Book  One, . .  .Eaton  &  Company. 

"Stories  from  the  Poets,"  The  Morse  Company. 

"  The  Hiawatha  Primer,"  Houghton  Mifflin  &  Company. 

For  all  schools  using-  a  reading  chart  for  beginners,  Wooster's 
Reading  Chart,  Crane  &  Co.,  is  recommended. 

See  library  list  for  other  books. 

SECOND  YEAR. 

The  adopted  text: 

Lights  to  Literature,  Book  Two,  Rand,  McNally  &  Co. 

Supplementary  books  recommended: 

Rice's  "  Second  Year  Book,"  The  Westland  Publishing  Co. 

The  "First  Year  Nature  Reader,"  Werner  School  Book  Co. 

"Around  the  World," Geographical  First 

Book,  ;  The  Morse  Company. 

"Nature's  Byways,"  ,  The  Morse  Company. 

-"  Stories  of  Indian  Children,"  Public  School  Publishing  Co. 


48  COURSE   OF   STUDY   FOR  COMMON  SCHOOLS. 


''The  Plant  Baby  and  its  Friends"  Silver,  Burdett  &  Company. 

"Griel's  Glimpses  of  Nature"  D.  C.  Heath  &  Company. 

See  library  list  for  additional  books. 

THIRD  YEAR. 

The  adopted  text: 

New  Century  Reader^  Book  Three,  Rand,  McNally  &  Co- 

Supplementary  books  recommended: 

"Ten  Boys,"  Ginn  &  Company. 

"Health  Chats  for  Youngs  Readers,"  Educational  Publishing  Co. 

"Seven  Little  Sisters,"  Ginn  &  Company. 

"Legends  of  the  Red  Children,"  Werner  School  Book  Co. 

"  Old  Stories  of  the  East,"  American  Book  Company. 

McMurry's  "Classic  Stories,"  Public  School  Publishing  Co. 

"  Lessons  in  Humane  Education,"  Parts  I 

and  II,  Whitaker  &  Ray  Company. 

See  library  list  for  additional  books. 

FOURTH  YEAR. 

The  adopted  text: 

New  Century  Eeader,  Book  Four,  Rand,  McNally  &  Co. 

Supplementary  books  recommended: 

"Lessons  in  Humane  Education,"  Part  III.  Whitaker  &  Ray  Company. 

Bashford's  "  Nature  Stories  of  the  North- 
west,"  Whitaker  &  Ray  Company. 

Long's  "Ways  of  Wood  Folk"  Ginn  &  Company. 

Guerber's  "Story  of  the  Greeks,"  American  Book  Company. 

Baldwin's  "Old  Greek  Stories,"  American  Book  Company. 

Clarke's  "  Story  of  Troy,"  American  Book  Company. 

Clarke's  "Story  of  ^5]neas,"  American  Book  Company. 

Dicken's  "  Little  Nell,"  Educational  Publishing  Co. 

Kupfer's  "  Stories  of  Long  Ago,"  D.  C.  Heath  &  Company. 

"  Greek  Gods.  Heroes  and  Men,"  Scott,  Poresman  &  Company. 

Hawthorne's  "  Tangle  wood  Tales,"  Maynard,  Merrill  &  Company. 

See  library  list  for  additional  books. 

FIFTH  YEAR. 

The  adopted  text: 

New  Century  Reader,  Book  Five,  Rand,  McNally  &  Co. 

Supplementary  books  recommended  : 
"Lessons  in  Humane  Education,"  Part  IV..  Whitaker  &  Ray  Company. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


49 


"  *Matka,  a  Story  of  the  Mist  Islands". . .  .  Whitaker  &  Ray  Company. 

"Robinson  Crusoe"  Ginn  &  Company. 

Hawthorne's    Wonder  Book  "  Houghton,  Mifflin  &  Co. 

Guerber's  "Story  of  the  Romans"  American  Book  Company. 

Guerber's  "Story  of  the  Chosen  People  ".American  Book  Company. 

Guerber's  "  Story  of  Cse.-ar  "  American  Book  Company. 

"  Pioneer  History  Stories  "  Public  School  Publishing  Co. 

"  Plants  and  Their  Children  "  American  Book  Company. 

"Swiss  Family  Robinson  "  Ginn  &  Company, 

See  library  list  for  additional  books. 

SIXTH  YEAR. 

The  adopted  text  : 

New  Century  Eeader,  Book  Six,  Rand,  McNally  &  Co. 

Supplementary  books  recommended  : 

"  Pacific  History  Stories  "  Whitaker  &  Ray  Company. 

"Tales  of  the  Philippines"  Whitaker  &  Ray  Company. 

Blaisdell's  "  Short  Stories  from  English 

History  "  Ginn  &  Company. 

Dickens'  "Child's  History  of  England  . 

Guerber's  "Stories  of  the  English  "  American  Book  Company. 

"  Great  American  Industries  "  (2  vols.) ...  A.  Flanagan. 
See  library  list  for  additional  books. 

SEVENTH  YEAR. 

No  reader,  as  such,  is  adopted  for  the  seventh  and  eighth 
years,  and  the  drill  in  reading  will  be  incidental  to  other  sub- 
jects, and  to  such  regular  literary  and  rhetorical  exercises  as 
may  be  provided  for  the  weekly  program. 

Supplementary  books  recommended  : 

Taylor's  "History  of  Washington"  J.  M.  Taylor,  Seattle. 

"Franklin's  Autobiography  "  Maynard  &  Merrill. 

"Evangeline"  A.  Flanagan. 

Kingsley's  "  Westward  Ho  "  University  Publishing  Co.' 

Cooper's  "  Spy  "  

"Evolution  of  Dodd  "   Rand,  McNally  &  Company. 

See  library  list  for  additional  books. 

EIGHTH  YEAR. 

Supplementary  books  recommended  : 

American  Masterpiecs  Houghton,  Mifflin  &  Co. 

Last  of  the  Mohicans  

*This  is  a  most  interesting  story  of  the  seal  life  in  Alaska,  written 

by  Pres.  David  Starr  Jordan. 
— 4 


50 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Select  from  the  library  list  such  books  as  will  supplement  the 
other  subjects  required  in  the  grade. 


SPELLING. 


Spelling  is  taught  in  all  grades  and  with  all  subjects.  The 
spelling  book  is  introduced  in  the  fourth  grade,  and  studied 
through  the  eighth.  The  text  is  divided  into  parts,  and  one 
part  is  taken  each  year. 


LANGUAGE. 


GROUP   I.  FIRST  AND   SECOND  YEARS. 

a.  Conversational  lessons  on  familiar  experiences  and  familiar 
things.  Reproduction  of  stories  told  by  the  teacher;  invention  of 
stories  sug-g-ested  by  pictures,  etc.  All  this  will  be  training  in  obser- 
vation and  thinking  as  well  as  expression.  Great  care  is  necessary  as 
to  choice  of  words  and  tones  of  voice. 

b.  Similar  to  (a),  adding  written  to  oral  expression  ;  instruction  in 
correctness  of  the  written  forms,  as  the  form  of  the  sentences,  the  use 
of  capitals  and  punctuation.    Memorizing  of  choice  selections. 

Report  of  the  Committee  of  Twelve. 

GROUP  II.  THIRD  AND   FOURTH  YEARS. 

a.  See  (b),  Group  I.  Combination  of  oral  and  written  work.  Seek 
variety  in  subjects.  Base  lessons  on  nature  lessons,  readings,  etc. 
Careful  attention  to  form  and  use  of  complete  sentences  in  recitation 
and  conversation,  to  purity  of  tone,  clearness  of  enunciation,  correct- 
ness of  pronunciation  in  speaking,  to  legibility  and  neatness  in  writing. 

b.  Work  of  previous  years  continued  and  expanded ;  oral  nar- 
ration, invention  (from  pictures,  etc.),  description,  with  written  sen- 
tences from  the  same;  letter  writing,  with  special  attention  to  the 
general  form  of  the  letter  ;  careful  attention  to  the  vocabulary  of  the 
child.    Memorizing  of  choice  selections. 

In  much  of  this  work  all  the  group  can  be  taught  as  one  class,  but 
pupils  of  very  unequal  advancement  should  be  classed  together. 

Report  of  the  Committee  of  Twelve. 

GROUP  III.  FIFTH  AND   SIXTH  YEARS. 

See  Group  II.  Much  written  work  in  connection  with  and  based 
upon  the  school  work  in  its  various  departments.    The  sentence  in  its 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


51 


parts;  general  classification  of  work  into  parts  of  speech  according-  to 
their  use  in  the  sentence,  not  teaching-  definitions  nor  treating  of  subdi- 
visions. Careful  teaching  of  the  construction  of  the  paragraph.  Letter 
writing,  with  special  reference  to  correct  forms  of  social  and  business 
letters.  Readings  in  literature  by  teacher  and  by  pupil  in  school  and 
home.  Memorizing  of  choice  selections  long  enough  to  have  unity  in 
themselves. 

Some  text  book  of  language  lessons  must  be  used  in  the  rural  schools, 
in  order  that  a  course  of  teaching  may  be  carried  out  eventually. 

Report  of  the  Committee  of  Twelve. 

group  iv.  seventh  and  eighth  years. 

a.  Letter  writing,  with  special  reference  to  subject  matter,  to  form 
and  expression. 

Much  writing  in  connection  with  school  work,  and  from  outlines 
wrought  out  by  teacher  and  pupils.  Throughout  the  course  careful  at- 
tention should  be  paid  to  the  correction  and  enlargement  of  the  pupil's 
vocabulary. 

b.  A  course  in  grammar  by  rational  use  of  text  book.  Preparation 
of  plans  for  themes  by  the  pupils,  and  writing  from  them. 

c.  Readings  in  literature  by  pupils  in  school  and  home.  Memoriz- 
ing of  choice  selections  long  enough  to  have  unity  in  themselves.  All 
written  lessons  and  examinations  should  be  so  planned  that  they  will  be 
lessons  in  composition  as  well. 

By  this  course  of  instruction  the  pupil  should  now  be  able^to  ex- 
press his  own  thoughts  clearly,  in  correct  form,  and  in  well  chosen 
words.  Report  of  the  Committee  of  Twelve. 


SELECTIONS   TO   BE  MEMORIZED. 

Pupils  should  commit  to  memory  not  less  than  six  selections 
each  year.  For  additional  helps,  the  "  Humane  Educator  and 
Reciter,"  and  Songs  of  Happy  Life,"  by  the  Art  and  Nature 
Study  Pub.  Co.,  Providence,  R.  L,  are  specially  recommended. 

First  and  Second  Years. 


Baby  Bye  "  Theodore  Tilton 

A  Visit  from  St.  Nicholas  "  Clement  C.  Moore 

Sweet  and  Low  "  Alfred  Tennyson 

"  Dutch  Lullaby   Eugene  Field 

Obedience  "  Phoebe  Cary 

The  Brown  Thrush  "  Lucy  Larcom 

Twinkle,  Twinkle,  Little  Star  "  Jane  Taylor 

*^  Seven  Times  One  "  Jean  Ingelow 


52 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


"  Little  Boy  Blue  "  Eugene  Field 

Suppose  "  Phoebe  Gary 

Marjorie's  Almanac  "  T,  B.  Aldrich 

Little  by  Little  "  Luella  Clark 

"The  Dream  Peddler  "  Lucy  Blinn 

''Do  All  That  You  Can   M.  E.  Sangster 

"  Nobility  "   .Alice  Gary 

"  The  Vicar's  Sermon  "   Charles  Mackay 

''America  "  Samuel  F.  Smith 

"  Little  Birdie  "  Tennyson 

"The  Frightened  Birds,"  ("Humane  Educa- 
tion" )  Anonymous 

"  Jack-in-the-Pulpit  "  Whittier 

"  If  I  Were  a  Sunbeam  "   Lucy  Larcom 

"  Wynken,  Blynken,  and  Nod   Eugene  Field 

"Wishing,"  (in  "Heart  Culture  "  )  Emma  E.  Page 

Others  from  the  readers. 


Third  and  Fottrth  Years. 


"The  Barefoot  Boy  "  .'  John  G.  Whittier 

"  The  Children's  Hour  "  Henry  W.  Longfellow 

"  Lullaby  ".  Alfred  Tennyson 

"  Snow  Bound,"  first  ninety-two  lines.  John  G.  Whittier 

"  Old^ronsides  "  Oliver  Wendell  Holmes 

"  The  Sand  Piper  "  Celia  Thaxter 

"  Robert  of  Lincoln  "  William  GuUen  Bryant 

"Paul  Revere's  Ride  "  Henry  W.  Longfellow 

"  The  Builders  "  Henry  W.  Longfellow 

Selections  from  "Hiawatha"   Henry  W.  Longfellow 

"  Rainy  Day  "  Henry  W.  Longfellow 

"  The  Corn  Song  "  Whittier 

"  The  Death  of  the  Flowers  "  Bryant 

"The  Butterfly  Fad  Ella  Wheeler  Wilcox 

"  The  Frightened  Birds,"  (  "  Heart  Culture  "  ).  . 

"  The  Holidays,"  (  "  Heart  Culture  "  )  

"  Good  Queen  Bess  "  (  "  Heart  Culture  "  )  

"  Catching  Beautiful  Beck  "  Marian  Douglass 

"  Our  Happy  Secret,"  (  Humane  Educator  )  

Others  from  the  readers. 


Fifth  and  Sixth  Years. 

"The  Chambered  Nautilus"  Oliver  Wendell  Holmes 

"Over  and  Over  Again  "  Josephine  Pollard 

"The  Crow's  Children  "  Alice  Gary 

"  Old  Ironsides  "  Oliver  Wendell  Holmes 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


53 


"  The  Boys  "  Oliver  Wendell  Holmes 

''The  Good  Time  Coming  "  Charles  Mackay 

"  The  Blue  and  the  Gray  "  Francis  Miles  Finch 

The  Brook  "  Alfred  Tennyson 

"  Whittling-  "  John  Pierpont 

"What  Might  be  Done"  Charles  Mackay 

Battle  Hymn  of  the  Republic"  Julia  Ward  Howe 

Ring  Out,  Wild  Bells  "  Tennyson 

The  Planting  of  the  Apple  Tree  "  Bryant 

''  The  Village  Blacksmith  "  Longfellow 

The  Mountain  and  the  Squirrel  "  Emerson 

The  Common  Question  "  Whittier 

A  Little  Brown  Wing,"  (  "  Heart  Culture") . . 

''Tom"  ("Heart  Culture).  .   

"  A  Bloodless  Sportsman   Sam  Walter  Foss 

"  The  Dawn  of  Peace  "  (  "  Heart  Culture  ")....  Ruskin 
Others  from  the  readers. 

Seventh  and  Eighth  Years. 

"  Song  of  Marion's  Men  "  William  CuUen  Bryant 

"  The  Landing  of  the  Pilgrims"  Mrs.  Hemans 

"The  Ship  of  State  "  Henry  W.  Longfellow 

"  The  Centennial  Hymn  "  John  G.  Whittier 

"  Abou  Ben  Adhem  "  Leigh  Hunt 

"  The  Manliest  Man"  George  W.  Bungay 

"  The  Way  to  Heaven  "  J.  G.  Holland 

"Love  of  Country  "   W^alter  Scott 

"  Daily  Work  "  Charles  Mackay 

"  The  American  Flag  "  Joseph  Rodman  Drake 

"  Gettysburg  Address  "  Abraham  Lincoln 

"  My  Country  "  James  Montgomery 

"  The  Concord  Hymn  "  Ralph  Waldo  Emerson 

"  Marmion  and  Douglas  ".  Walter  Scott 

"  Westward — (  Columbus  )  "  Joaquin  Miller 

"  Order  for  a  Picture  "  Alice  Cary 

"  What  Did  We  Catch,"  (  "  Heart  Culture  "  ) . .  . Kate  Kelsey 

"  The  Bell  of  Atri  "  H.  W.  Longfellow 

Others  from  the  readers. 

THE  POEMS  I  HAVE  TAUGHT,  AND  HOW  THE  THOUGHT  HAS 
BEEN  DEVELOPED, 


( Third  Grade. ) 

The  following  report  from  teachers  in  the  Tacoma  schools 
will  be  suggestive  to  others: 


54 


COURSE   OF   STUDY   FOR  COMMON  SCHOOLS. 


I  commenced  my  work  in  this,  as  in  all  other  studies,  with  a  review. 
The  pupils  recited  ''The  Children's  Hour,"  but  I  found  they  had  no 
clear  ideas  as  to  the  thought.  I  told  them  how  fond  the  author  was  of 
the  little  ones,  and  that  grave  Alice  and  laughing-  AUegra,  and  Edith 
with  Golden  hair,"  were  his  own  little  girls;  how  busy  he  was  all  day 
in  his  study,  but  when  the  the  lights  began  to  lower,  the  children  knew 
he  was  ready  for  them;  and  he  would  hear  the  patter  of  little  feet,  and 
voices  soft  and  sweet,  as  they  would  rush  to  his  room  for  an  evening 
romp.    Hence  the  name,  "  Children's  Hour." 

I  made  them  acquainted  with  the  author  and  interested  them  in  his 
life;  then  I  selected  a  poem  which  seemed  in  harmony  with  our  nature 
study—"  The  Birthday  of  Agassiz."  I  spoke  first  of  Agassiz's  life  work, 
then  placed  the  first  stanza  on  the  board.  We  spoke  of  "  the  pleasant 
month  of  May"  and  ail  the  beauties  of  that  month;  of  the  beautiful 
scenes  which  must  have  been  in  that  mountain  home;  I  pictured  the 
little  child  asleep  in  his  cradle.  "And  nature,  the  old  nurse,"  we 
talked  of  the  things  of  nature.  "The  Story-book"  was  flowers,  birds, 
trees,  etc. 

In  the  third  stanza,  "  Come  wander  with  me  into  regions  still  un- 
trod,"I  questioned  the  meaning,' and  received  the  answer:  "A  place 
where  people  had  never  been."  The  manuscript  of  God  was  explained 
by  some  type  written  sheets. 

"  Whenever  the  way  seemed  long 

Or  his  heart  bee^an  to  fail, 
She  would  sing  a  more  wonderful  song, 

Or  tell  a  more  marvellous  tale." 

The  "wonderful  songs"  were  the  songs  of  birds  and  brooks;  the 
"marvellous  tales"  were  the  more  beautiful  things  which  were  un- 
folded to  him  in  nature. 

I  told  them  that  those  who  studied  nature  and  spent  their  lives 
among  birds,  trees,  flowers,  etc.,  kept  the  heart  younger;  hence,  "she 
keeps  him  still  a  child." 

"  The  rush  of  the  mountain  stream 
From  glaciers  clear  and  cold." 

We  talked  of  our  own  beautiful  mountain  with  the  glaciers  at  its 
base,  and  the  clear  streams  we  find  in  our  mountain  wilds. 

And  the  mother  at  home  says,  "  Hark  ! 

For  his  voice  I  listen  and  yearn, 
It  is  growing  late  and  dark, 
And  my  boy  does  not  return." 
Here  I  told  them  of  the  old  mother  in  her  mountain  home,  and  how 
she  missed  her  boy  who  was  still  a  boy  to  her,  though  a  man  of  fifty, 
but  his  work  drew  him  to  other  lands,  and 

"  He  wandered  away  and  away. 

With  nature  the  dear  old  nurse. 
Who  sang  to  him  night  and  day, 
The  rhymes  of  the  universe." 


55 


PLAN   FOR   TEACHING  MEMORY  GEMS. 


[Fifth  Grade.) 

The  following-  poem  was  placed  on  the  blackboard: 
"  True  worth  is  in  being,  not  seeming, 

In  doing  each  day  that  goes  by. 
Some  little  good,  not  in  the  dreaming 

Of  good  things  to  do  by  and  by. 
For  whatever  men  say  in  blindness, 

And  spite  of  the  fancies  of  youth, 
There's  nothing  so  kingly  as  kindness. 

And  nothing  so  royal  as  truth," 

—Alice  Gary. 

The  poem  was  first  read  by  the  pupils  in  concert,  and  then  explained 
by  them  with  some  assistance  from  the  teacher  by  means  of  skillful 
questioning-. 

Questions  similar  to  the  following  were  asked:  "What  do  you 
understand  by  'true  worth?"-  "What  is  the  difference  between 
'being  and  seeming? ' The  distinction  was  made  clear,  and  the  pupils 
were  encouraged  to  give  illustrations  from  their  own  experience.  The 
next  three  verses  were  taken  together  as  a  whole,  and  the  pupils  called 
upon  to  explain  them  and  tell  the  difference  between  doing  the  little 
good  each  day  and  dreaming  of  great  things  to  do  by  and  by. 

In  the  fifth  verse  pupils  were  asked,  "What  is  meant  by  'men  say 
in  blindness?  -  "  "Are  the  men  really  blind?  "  The  pupils  were  told 
that  people  were  often  called  blind  when  they  cannot  understand 
clearly. 

The  pupils  were  called  upon  to  explain  what  is  meant  by  the  "  fan- 
cies of  youth." 

Pupils  were  led  to  understand  that  the  "fancies  of  youth"  are  the 
thoughts  and  plans  which  young  people  have  for  the  future,  and  of  the 
"great  things  "  they  will  do  "  by  and  by." 

In  the  last  two  verses  "kingly"  and  '"royal"  were  explained  as 
something  belonging  to  a  king,  that  is  of  the  highest  value. 

Pupils  were  told  that  if  a  king,  even,  is  not  kind  or  truthful  he  can 
not  be  truly  noble,  and  that  however  lowly  one's  station  in  life  may  be, 
he  may  be  a  true  king  in  character,  by  being  kind  to  every  living  thing 
and  truthful  in  word  and  act. 

Pupils  then  copied  the  selection  carefully,  noting  the  marks  of 
punctuation  and  the  author's  name,  which  should  be  pronounced  for 
and  with  them;  and  then  committed  the  poem  to  memory. 

Exercises  in  developing  and  outlining  oral  lessons  in  nature 
and  history,  and  also  in  outlining  lessons  in  the  text,  form  a 
basis  for  the  best  language  work.  The  following  are  given  to 
suggest  a  general  method,  to  be  modified  according  to  condi- 


56 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


tions.  In  all  language  and  composition  exercises,  children 
should  be  drilled  in  speaking  and  writing  statements  and  para- 
graphs as  the  expression  of  their  own  thoughts  and  discoveries. 


THE  MUSCLES, 


[Primary  Grades.) 

Well,  little  girls  and  boys,  I  am  glad  to  see  by  your  bright  eyes  that 
your  telegraph  offices  are  all  in  good  working  order  this  morning,  and 
I  am  now  going  to  tell  you  some  more  about  those  wonderfull  little 
little  nerves  we  talked  of.  I  want  you  to  know  how  it  is  that  they  can 
make  you  snatch  your  hand  away  from  the  hot  stove,  or  put  it  to  your 
eye  to  remove  the  cinder. 

Of  course  you  know  that  our  arms  and  legs,  our  lingers  and  toes, 
our  mouth,  our  eyes,  our  heart,  all  move  by  means  of  muscles.  Raise 
your  hand  to  your  shoulder,  and  you  can  both  see  and  feel  the  action  of 
the  muscle  that  lifts  it.  Move  your  fingers  and  you  can  see  the  play  of 
the  cords  that  run  from  the  muscles  in  your  arm  to  your  finger-ends. 
You  have  about  500  of  these  muscles  in  your  body,  and  they  are  long, 
short,  fiat,  round,  and  even  fan-shaped;  but  all  are  made  up  of  fine, 
dark  red,  thread-like  fibers  bound  together  like  skeins  of  thread.  With 
each  little  strand  one  of  the  telegraph  lines  is  connected,  so  that  the 
brain  in  a  second  can  send  a  message  to  the  whole  muscle,  telling  just 
what  motion  you  want  to  make.    Isn't  that  wonderful? 

These  muscles  are  just  like  the  nerves  about  being  injured  by  ill 
health.  Don't  you  know  how  weak  a  person  gets  when  he  is  sick  ?  It 
is  because  the  little  muscular  threads  are  injured.  Now  you  will  under- 
stand why  the  drunken  man's  hand  trembles  so,  and  why  he  falls  down 
so  easily;  and  have  you  ever  noticed  that  a  smokers's  hand  generally 
trembles  when  he  is  lighting  his  pipe  ?  If  you  want  to  have  strong 
muscles  and  steady  nerves,  don't  ever  drink  or  smoke  or  chew;  for  the 
alcohol  and  tobacco  shrink  up  and  harden  the  tender  fibres  so  that  they 
cannot  work  well. 

There  is  another  queer  thing  about  these  nerves  and  muscles;  that 
is  the  way  they  are  fed,  for  you  must  know  that  with  so  much  work  to 
do  they  would  soon  wear  out  if  they  were  not  constantly  strengthened. 
It  is  because  your  bones  and  muscles  and  nerves  are  in  need  of  refresh- 
ment, that  you  get  so  hungry.  A  great  writer  has  said  ''Boys  eat  as 
if  their  legs  were  hollow  ;  "  and  it  is  no  wonder,  when  we  come  to  think 
how  many  motions  all  you  boys  make  every  day  and  how  busy  you  keep 
every  nerve  and  muscle  in  your  lively  bodies;  but,  boys,  if  you  want  to 
be  first-class  hands  at  foot-ball  or  base-ball  or  any  of  the  nice  games 
that  big  boys  play,  don't  overload  your  stomachs,  and  don't  fail  to  eat 
good,  nourishing  food  at  regular  hours. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


57 


I  must  stop  now  and  put  some  more  questions  on  the  board  for  you.* 

1.  What  do  we  call  that  part  of  our  bodies  with  which  motions 

are  made  ? 

2.  Are  there  many  of  them? 

3.  What  shape  are  they? 

4.  Of  what  use  are  they? 

5.  Can  you  see  them  move? 

6.  Can  you  see  the  nerve  move? 

7.  Are  the  muscles  strong? 

8.  How  do  they  know  when  to  move? 

9.  How  do  alcohol  and  tobacco  affect  them? 

10.    In  what  respect  are  the  nerves  and  muscles  just  alike? 

From  the  Michigan  Course  of  Study. 

EARTHWORM. 


(  Study  for  Primary  Grades.  ) 

AIM   OF  WORK. 

To  lead  the  children  to  appreciate  the  use  of  the  earthworm, 
to  see  that  such  an  apparently  unattractive,  insignificant  worm 
has  a  beautiful  work  to  do,  which  is  of  value  to  plants  and  to 
mankind. 

LESSON  L 

Some  morning  question  the  children  in  regard  to  the  small 
holes  and  deposits  of  earth  around  them  that  appear  in  count- 
less numbers  of  places  along  their  paths.  Some  may  know  how 
they  come  to  be  there.  Let  them  observe  during  the  day. 
Take  the  children  out  to  the  home  of  the  earthworm.  Note  the 
number  of  little  mounds  and  openings,  the  places  in  which  the 
earthworm  lives,  hard  earth  as  well  as  soft.  Cut  into  earth 
showing  directions  which  the  openings  take.  Note  the  shape  of 
the  earthworm's  home. 

LESSON   II  HABITS. 

Movement. 

Note  the  way  in  which  she  moves  on  the  surface  of  the 
earth. 

Rapidity  of  movement. 

Note  effect  of  handling  earthworm.    Does  she  run  away 
from  danger  ?    Does  she  protect  herself  from  harm  ? 


*The  answers  to  these  questions  will  be  written  as  a  paragraph  or  composition. 


58  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Home. 
Place. 
Making. 
Moving. 

She  makes  her  home  in  the  ground  and  eats  the  earth  and 
piles  what  she  doesn't  want  at  the  door.  She  moves  often  so 
she  can  get  more  work  done. 

Now  when  does  she  move  ?  We  will  have  to  watch  several 
days  to  find  that  out.  Watch  the  piles  of  earth  as  you  come  to 
school  and  as  you  come  home.  (They  will  see  that  the  earth  is 
fresh  in  the  morning,  and  will  see  that  they  must  work  at  night.) 

Does  she  eat  anything  besides  earth  ?  We  will  have  to  take 
some  to  visit  us  and  offer  it  different  things  to  eat,  to  see.  See 
it  eats  only  such  things  as  make  soil,  as  dried  leaves,  etc. 

Summary  of  Habits. 

Mrs.  Earthworm  lives  in  the  same  house  only  one  day,  and 
builds  a  new  one  every  night.  She  eats  the  earth  out  of  her 
house  as  she  builds  it — she  likes  earth  better  than  anything  else 
to  eat.  She  is  a  little  gardener  and  makes  the  soil  fine  so  we 
can  raise  flowers.  God  made  her  so  she  liked  to  do  this  to  help 
us,  and  we  must  be  kind  to  her. 

LESSON   III  ADAPTATION   OF   STRUCTURE   TO  HABITS. 

Study  the  live  worms  in  the  schoolroom — shape  of  body, 
how  adapted  to  locomotion,  absence  of  legs.  It  can  stretch  its 
body  out  until  it  is  very  long.  This  helps  it  in  digging  its 
house. 

Its  head  is  very  pointed  and  very  small  because  it  is  easier  to 
push  it  into  the  ground.  We  sharpen  a  stick  to  make  it  go  into 
the  ground  easier. 

It  has  no  ears  nor  eyes,  because  they  would  get  full  of  earth 
in  the  ground  and  they  don't  need  them,  as  they  hve  in  the  earth 
and  couldn't  see  if  they  had  eyes. 

LESSON  IV. 

Give  simply  what  the  children  can  see.  The  earth  that  is 
taken  up  with  the  worms  is  full  of  tiny  baby  worms  looking  Hke 
fine  white  thread,  and  not  one-half  an  inch  long.  Look  at  them 
under  the  microscope  and  see  that  they  move  around  more  and 


COURSE  OF  STUDY   FOK  COMMON  SCHOOLS. 


59 


faster  than  the  mother  worm  does.  Watch  them  eat  earth. 
They  don't  live  in  the  house  with  their  mother  because  she 
moves  so  often  and  has  to  work  so  hard  that  she  couldn't  take 
care  of  them.  So  they  live  in  the  softer  earth  and  dig  little 
houses  of  their  own. 

Keep  them  in  the  room  and  watch  them  from  time  to  time, 
measuring  the  parent  worm  and  also  the  children  to  see  how 
fast  they  grow. 

GENERAL  SUMMARY. 

1.  Home. 

In  the  ground. 

Known  by  a  pile  of  earth  at  its  door. 
Is  a  long  round  hole. 

2.  Habits. 

Builds  a  new  home  every  night. 
Earth  from  the  building  passes  through  body. 
Live  on  substances  taken  from  the  earth. 
Good  gardener  and  breaks  up  the  soil  for  us. 
Works  at  night  so  we  won't  bother. 

3.  Adaptation  to  habits. 

Body  stretches  like  rubber  so  it  can  work  faster. 

Head  pointed  and  very  small  so  it  can  work  its  way  into 

the  ground  easier  and  better. 
Has  no  eyes  nor  ears  for  it  needs  none. 

4.  Life  History. 

Little  worms  build  their  own  houses  and  get  their  own 
food,  grow  up  to  be  big  worms. 
Read  the  story  of  ''The  Little  Gardener,"  in  Florence  Bass' 
''  Nature  Stories  for  Young  Readers." 

Miss  Mary  A.  Grupe, 
Prin.  Trainii^g  Dep' t. ,  Ellensburg  Normal  School. 

WATER:    ITS   FORMS   AND  USES. 

[Primary  and  Intermediate. ) 

I.      OBJECT   OF   THIS  WORK. 

I.  To  interest  children  in  one  of  the  most  common  things 
about  them,  and  to  help  them  observe  and  learn  how  much  the 
water  does  and  how  it  works. 


60 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


2.  To  give  them  something  based  on  their  own  observation 
to  think  and  talk  obout. 

3.  To  lead  them  to  watch  and  see  what  is  going  on  about 
them. 

4.  To  serve  as  a  basis  for  future  work  in  geography.  To 
prepare  them  for  the  study  of  the  work  of  water  in  soil  and 
earth  making,  and  to  help  them  to  better  understanding  the  use 
and  work  of  water  in  plant  life. 

II.      USES  OF  WATER. 

Lead  the  children  to  think  and  talk  about  the  use  of  water. 
To  man. 

To  other  animals. 
To  plants. 

To  the  earth  (form  of  rain  and  snow). 

III.      WHY  WATER   IS  USEFUL. 

a.  Show  dissolving  power  of  water  by  dissolving  salt, 
sugar,  snow,  etc.,  in  water. 

b.  Show  cleansing  power  of  water  by  washing  something 
sticky  or  dirty. 

c.  Show  power  to  float  things  such  as  wood,  sawdust. 

d.  Bring  out  by  questioning  the  fact  that  water  is  useful 
to  man,  animals  and  plants  because  it  dissolves  their 
food;  salt,  sugar,  tea,  coffee  for  man;  lime  and  soil 
for  plants,  cleansing  them  outside  and  inside;  and 
that  rain  and  streams  are  useful  in  cleansing  the 
earth. 

IV.      FORM   OF  WATER,    EVAPORATION   AND  CONDENSATION. 

Have  children  dampen  slates  and  leave  them  on  desk;  some 
dampen  cloth  and  hang  in  schoolroom;  put  a  little  water  in  a 
shallow  dish;  let  it  stand  several  hours  and  note  what  happens. 
Put  some  in  a  quart  measure  and  measure  each  day.  Try  same 
near  heat,  and  have  children  note  how  heat  aids  evaporation. 

Boil  water  over  fire  in  an  open  vessel. 

a.  What  takes  place? 

b.  What  becomes  of  the  water? 

c.  Into  what  is  it  changed. 


COURSE  OF   STUDY   FOR  COMMON  SCHOOLS.  61 


d.    What  causes  the  change  ? 
Boil  a  measured  quantity  of  water. 

a.  How  long  does  it  take  for  it  to  boil  away?  Compare 

with  time  it  took  the  same  quantity  in  previous  ex- 
periment. 

b.  What  is  the  effect  of  heat  on  water? 
Boil  water  in  a  tea-kettle. 

a.  What  comes  from  the  spout  of  the  tea-kettle? 

b.  Hold  slate  over  it.     What  forms?    Water  dust. 

c.  Can  you  see  this  close  to  the  spout? 

d.  Hold  the  slate  there.     What  forms  on  it?  Water. 
Then  there  is  water  there  that  we  cannot  see.     Heat  turned 

it  into  something  we  call  vapor. 

a.  Hold  a  cold  slate  in  the  water  dust.     What  forms? 

b.  Into  what  does  the  slate  turn  the  water  dust? 

c.  Hold  cold  slate  in  vapor  between  water  dust  and 
spout.    What  forms  on  slate? 

d.  Into  what  does  the  cold  turn  the  vapor? 

e.  Let  some  water  stand»in  a  warm  place  in  a  glass  ves- 
sel.   What  forms  on  the  under  side? 

f.  Breathe  on  a  cold  window  pane.    What  forms? 

g.  Notice  breath  on  cold  day.  Why? 

Have  children  study  evaporation  from  sidewalks,  roofs,  and 
study  at  home  on  washing  days. 

a.  Why  do  windows  and  ceiling  get  wet? 

b.  Why  does  kitchen  get  so  full  of  water  dust  when  out- 
side door  is  open  ? 

■  c.    Why  do  they  spread  out  clothes  to  dry? 

V.      FORMS   OF  WATER. 

A.  Fog. 

1.  Seen  on  wash  day. 

2.  Breathe  on  cold  surface  to  show  formation. 

B.  Clouds. 

1.  Uses. 

2.  Have    children    notice  steam  floating    from  some 
engine. 


Note :   When  children  have  a  clear  idea  of  what  evaporation  is,  give  them  the  term. 


62 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


3.  Study  forms,  colors,  movements  of  clouds. 

4.  Sunrise  and  sunset  clouds. 

C.  Rain. 

I.     Cold   slate  held  over  tea-kettle  shows  how  rain  is 
formed. 

D.  Frost,  snow  and  ice. 

1.  Notice  windows  and  see  how  frost  is  formed. 

2.  Children  watch  snowflakes. 

3.  Bring  out  use  of  snow. 

a.  To  plants — covering. 

b.  To  earth — pure  white  cover. 

c.  To  man — sleighing,  etc. 

— Miss  Mary  A.  Grupe, 
Pri7i.  Trai7iing  Dep't.,  Ellensburg  Normal  School. 


HISTORY   STORY  WORK. 


LESSON   PLAN   ON   JOAN   OF  ARC. 

[Fifth  or  Sixth  Grade.) 

Aim. — To  show  the  beauty  of  perseverance,  self-denial, 
patriotism,  courage  and  justice.  Also,  that  pupils  may  know 
the  story  for  its  historical  value,  and  for  the  benefit  they  may 
derive  by  reproducing,  both  orally  and  by  writing,  so  that  they 
may  learn  to  express  themselves  in  good  English. 

Preparation. — Talk  to  pupils  concerning  the  political  affairs 
of  France  during  the  fifteenth  century.  Also  a  little  concern- 
ing the  people — their  manners  and  customs,  war  equipments, 
dress.     Show  pictures  illustrating  these  things. 

Presentation. — Place  and  time  of  Joan's  birth.  Tell  of 
conditions  and  character  of  her  parents. 

Question. — Considering  her  parentage,  what  would  the  sup- 
position be  as  regards  Joan's  life  in  her  younger  days?  Relate 
to  pupils  some  of  her  daily  life. 

Question. — What  effect  would  this  kind  of  life  have  upon 
Joan?  What  kind  of  a  character  would  you  suppose  she  would 
acquire? 


1 


COURSE   OF   STUDY   FOR   COMMON  SCHOOLS. 


63 


Speak  of  her  religious  training,  of  her  first  vision,  and  effect 
of  this  vision  upon  herself. 

Question. — What  would  these  visions  finally  lead  her  to  do? 

Tell  exact  circumstances  after  pupils  have  made  their 
answers. 

Question. — What  does  this  show  us  in  regard  to  Joan's 
character? 

Relate  how  she  was  received  by  Baudricourt.  Relate  her 
repeated  efforts  to  see  the  Dauphin,  even  after  her  brutal  re- 
ception. 

Question. — \Miat  indication  of  character  have  we? 

Tell  of  attitude  she  assumed  about  seeing  the  Dauphin. 

Question. — Considering  the  kind  of  people  of  that  day.  how 
would  they  regard  Joan? 

Question. — Do  you  think  she  finally  saw  the  Dauphin^ 
Relate  this  event  to  pupils  after  their  own  replies.  Tell  of  her 
journey,  her  reception  at  the  court.  (Read  a  description  of  it). 
Tell  the  Dauphin's  attitude  toward  her,  result  of  her  interview 
with  the  ecclesiastics  after  the  Dauphin  sent  her  there,  of  the 
g  athering  at  Blois,  of  her  trip  to  Orleans,  arrival  there,  and  of 
the  attitude  of  populace  toward  her. 

Question. — How  would  Joan  feel  about  her  success,  and 
how  did  she  show  this  feeling? 

Tell  of  her  invariable  reply  as  to  the  power  of  God.  when  the 
success  of  her  enterprise  was  doubted. 

Question. — How  would  her  religious  zeal  affect  the  people? 

Relate  the  treatment  of  the  English  toward  her.  Tell  of  her 
vision  connected  with  her  first  victory  over  the  English,  and 
describe  the  battle. 

Question. — How  did  the  sight  of  the  dead  soldiers  affect 
Joan?    How  would  she  act  toward  the  Avounded^ 

Tell  how  the  political  leaders  regarded  Joan — that  is,  with 
envy.  Tell  of  subsequent  victories,  and  how  received,  ^len- 
tion  again  her  religious  zeal.  Tell  of  the  final  deliverance  of 
Orleans:  of  her  reception  after  the  victory;  tell  of  her  behavior 
during  the  battle. 

Question. — AA'hat  does  this  indicate  of  her  character? 


64 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Relate  her  actions  toward  and  concerning  the  French 
prisoners  and  their  ransoms. 

Question. — What  indication  of  character  ?  Read  a  descrip- 
tion of  the  coronation  at  Rheims. 

Question. — How  would  the  common  people  regard  Joan 
after  all  these  victories  ?  How  would  she  receive  this  regard  ? 
What  of  her  character  is  brought  out  ? 

Tell  of  the  attempt  to  regain  Paris. 

Question. — How  would  this  retreat  make  Joan  feel  ?  How 
would  the  King's  courtiers  feel  about  Joan's  many  successes  ? 
How  would  this  make  Joan  feel  ? 

Tell  of  her  presentiment  of  her  downfall  ;  of  her  failures  in 
successive  battles  ;  of  her  resistance. 

Question. — What  motive  did  she  have? 

Relate  her  capture  by  the  English.  Tell  of  the  ingratitude 
of  the  French  Kmg. 

Question. — What  does  this  show  of  the  King's  character  ? 

Tell  how  the  English  regard  Joan — as  a  witch. 

Question. — How  was  she  treated  accordingly  ? 

Tell  all  about  her  imprisonment,  her  attempted  escape,  and 
her  deliverance  to  the  English  by  the  French  King,  and  treat- 
ment received  from  the  English. 

Question. — What  would  you  suppose  was  Joan's  behavior 
during  this  imprisonment. 

Tell  of  further  visions,  attitude  toward  the  priests. 

Question.— What  indication  of  character  have  we  on  her 
part  ? 

Tell  how  she  was  regarded  by  the  English  as  a  heretic. 
Question. — What  was  the  result  of  this  feehng  on  part  of 
the  English  ? 

Read  about  her  trial  before  the  judges.  Tell  of  the  result  of 
the  trial.     Tell  of  her  execution. 

Question. — Knowing  her  religious  zeal,  how  did  she  act  at 
the  execution  ? 

Tell  how  the  people  felt  about  it  after  her  death. 
Summary. — Have  pupils  give  a  written  and  oral  character 
sketch  of  Joan,  bringing  out  as  many  attributes  as  the  story  in- 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


65 


dicates.  x\lso  a  written  and  oral  reproduction  of  the  historical 
incidents  of  the  story. 

This  story  will  take  a  week  for  presentation,  oral  and 
written  summaries  of  each  day's  lesson  should  be  made  at  the 
close  of  the  presentation. 

Material. — Use  the  map  freely,  so  that  the  pupils  will 
understand  the  geography  of  the  w^hole  story. 

Also  use  pictures  very  freely  wherever  convenient.  Allow 
pupils  to  illustrate  parts  of  the  story  themselves. 

Read  interesting  parts  to  the  children  from  different  authors. 

Miss  Mary  A.  Grupe, 
Prin.  Training  DepU.,  Elleiisburg  Normal  School. 


OUTLINE  STUDIES, 

The  following  outlines  are  suggested  by  Miss  Mary  E.  Page, 
author  of  "Heart  Culture." 

OUTLINE   OF   LANGUAGE   LESSON   ON  BIRDS. 

[For  Firsts  Second  and  Third  Grades). 

1.  How  many  kinds  of  birds  have  you  seen  in  your  town? 

2.  Which  w^ould  you  like  better,  to  be  free  or  in  a  cage? 

3.  Which  do  you  think  the  birds  like  better? 

4.  What  can  you  do  that  will  help  you  to  make  friends  w4th 
the  birds? 

5.  In  winter,  tie  a  piece  of  bread  to  a  sheltered  branch  in  a 
tree  and  watch  for  the  birds.     Tell  what  you  see. 

6.  If  we  love  the  birds  will  we  throw  at  them,  shoot  at 
them,  or  wear  their  feathers? 

OUTLINE   OF   LANGUAGE    LESSON   ON   THE  CAT. 

[For  Fourth  and  Fifth  Grades.) 

1.  What  kinds  of  food  are  best  for  your  cat? 

2.  Do  you  keep  clean,  fresh  water  w4iere  your  cat  can  get  it 
when  she  wants  it? 

3.  Does  your  cat  like  a  warm  place? 

4.  Is  it  kind  to  put  her  out  of  doors  on  cold  nights,  after 

keeping  her  in  the  house  through  the  day? 
—5 


66 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


5.  What  makes  a  cat  purr? 

6.  In  what  ways  can  you  make  your  cat  happy? 

7.  What  good  does  it  do  you  to  be  kind? 

OUTLINE   OF   ESSAY   ON   THE  COW. 

[Grammar  Grades.) 

1.  The  origin  and  development  of  the  cow. 

2.  The  wide  distribution  and  large  use  of  her  products. 

3.  What  constitutes  right  care  of  the  cow? 

4.  The  economic  value  of  kindness  and  intelligent  care  of 
her. 

5.  The  health  value  of  kind  and  intelligent  care  of  the  cow 
to  those  who  use  her  products. 

6.  The  claim  of  the  cow  upon  man's  kindness  because  of 
her  timid  nature. 

7.  The  effect  of  kindness,  upon  the  character  of  the  one  who 
bestows  it. 

8.  Some  of  the  great  pictures  and  poems  having  the  cow  or 
her  kind  for  subject. 

The  teacher  may  abbreviate  or  vary  this  to  suit  the  grade 
taking  it  up. 

The  texts  books  will  be  used  in  the  fourth  grades  and  above. 

FOURTH  GRADE. 

Elementary  Lessons  in  English,  to  page  75. 

FIFTH  GRADE. 

Elementary  Lessons  in  English,  finished. 

SIXTH  GRADE. 

One  Book  Course,  to  page  151. 

SEVENTH  GRADE. 

One  Book  Course,  to  page  237. 

EIGHTH  GRADE. 

One  Book  Course,  finished  and  reviewed. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


67 


WRITING. 


Two  systems  of  vertical  penmanship  have  been  adopted,  but 
the  similarity  in  general  plan  is  so  marked  that  the  transition 
from  one  to  the  other  at  the  beginning  of  the  fifth  year  will  be 
easily  made. 

The  basis  of  each  system  is  the  getting  of  clear  concepts  of 
letters  by  detailed  analytic  perception.  From  the  Teachers' 
Manual  for  the  Natural  System  of  Vertical  Writing  is  quoted 
the  following  : 

TRAINING  IN  GETTING  CLEAR  CONCEPTS. 

It  must  be  remembered  that  the  child  does  not  try  to  reproduce 
directly  on  paper  the  copy  before  him.  It  is  rather  the  mental  image 
acquired  by  looking  at  the  word  or  letter  that  his  hand  tries  to  repre- 
sent on  paper.  Hence,  an  important  part  of  the  writing  lesson  is  to 
train  the  pupils  in  accurate  perception  of  the  forms  and  relations  of  the 
letters.  This  requires  on  the  part  of  the  pupil  a  careful,  scrutinizing 
observation  of  each  word  of  the  copy  so  that  the  first  general  percep- 
tion of  the  word  as  a  whole  is  followed  by  a  detailed  analytic  perception 
of  the  letters,  tbeir  proportions,  and  relations,  and  then  a  re-grouping 
of  these  detailed  concepts  in  a  clear  image  of  the  whole  word.  For  this 
reason,  when  taking  up  a  new  copy,  especially  in  the  primary  grades,  it 
is  best  for  the  pupils  to  have  separate  sheets  of  practice  paper.  Let 
the  pupils  look  at  the  copy  for  a  short  time,  then  close  the  copy-book 
and  write  it  on  their  practice  paper.  They  should  then  open  the  book, 
compare  their  reproduction  with  the  copy,  and  this  should  be  repeated 
until  the  pupils  show  that  they  have  a  fair  concept  of  the  form  of  the 
copy. 

From  the  Teachers'  Manual  for  St.  John's  \'ertical  Writing  is 
quoted  the  following  : 

THE  ANALYTIC  WRITING  TABLET. 

No  copy  book  is  used.  Tablets  are  used  with  a  special  ruling  at  the 
top  of  the  page.  This  special  ruling  is  illustrated  by  any  one  of  the 
plates  in  this  book,  but  with  the  key-diagram,  reduced,  at  the  left.  All 
are  not  on  the  same  scale. 

The  page  below  the  special  ruling  is  the  same  as  ordinary  writing 
paper.  The  best  size  of  page  is  about  six  by  nine  and  one-half 
inches.  The  quality  of  paper  should  be  such  as  to  allow  the  use  of  a 
pen  of  medium  fineness. 

The  pages  are  torn  off  as  fast  as  they  are  filled,  and  are  collected  by 
the  teacher.    They  may  be  preserved  for  future  reference  to  note  im- 


68 


COURSE   OF   STUDY   FOR  COMMON  SCHOOLS, 


provement  or  again  distributed  to  be  used  for  exercises  in  other  lessons. 
One  side  only  is  ruled. 

These  pages  may  be  used  for  compositions  and  examinations.  This 
will  secure  the  much  desired  uniformity  in  size  and  quality  of  paper  for 
these  purposes. 

Seldom  is  anything  well  done  when  not  done  according  to  a  precon- 
ceived plan.  We  do  not  have  copies  for  our  business  letters.  The  form 
must  be  learned.  But  with  many,  the  knowledge  of  form  has  not  be- 
come a  habit  of  mind^  (  memory  )  but  a  habit  of  the  hand. 

Without  a  mental  picture  of  the  form  of  the  letter,  there  is  nothing 
to  guide  the  hand  in  the  absence  of  the  copy.  If,  then  the  hand  move, 
nothing  will  direct  the  movement  except  the  abiding  tendency  from 
former  acts— habit — and  if  the  habit  be  not  yet  fixed,  some  of  the  move- 
ments will  be  wrong.  Wrong  habits  are  as  easily  formed  as  correct 
ones. 

One  great  reason,  therefore,  why  there  are  so  many  poor  writers,  is 
because  there  was  no  knowledge  oj  the  form  to  guide  the  hand  while  learn- 
ings and  bad  habits  were  formed. 

The  proper  way,  then,  is  to  teach  the  correct  form  before  the  habit 
becomes  fixed;  that  is,  teach  first  form  ^  then  movement. 

Each  letter  writen  by  the  pupil  is  made  from  the  copy  in  his  mind. 
The  copy  on  the  paper  is  simply  his  expression  to  us  of  What  his  concept 
is.    It  is  not  from  this  copy  that  he  writes  below. 

The  St.  John  tablet  is  very  suitable  for  spelling  blanks,  com- 
positions, language  exercises,  etc.,  wherein  the  pupil's  writing 
is  put  to  the  test  for  legibility  and  neatness.  For  general  or 
specific  directions  the  teacher  should  consult  the  manuals  of  the 
respective  systems. 

The  copy  books  are  to  be  used  for  the  first  four  grades,  and 
the  tablets  are  to  be  used  in  the  grammar  grades. 


ART, 


PRIMARY  GRADES. 

In  these  grades  the  children  are  not  to  be  burdened  with  formal 
work,  such  as  perspective,  type,  solid  study,  etc.  Their  work  is  to  be 
free,  representative,  decorative  and  industrial.  The  teacher  must  guide 
and  direct,  else  no  progress  is  made. 

Making  the  drawing  work  correlate  with  the  other  work  of  the 
school.  Model,  paint,  and  cut  objects  and  scenes  met  with  in  Nature 
Study,  Geography,  History,  and  Literature.  The  reading  furnishes  a 
fund  of  material.    Whittier's  "Barefoot  Boy,-'  in  lead  pencil  or  cut 


COURSE  OF  STUDY   FOK  COMMON  SCHOOLS. 


69 


in  paper;  ''The  Village  Blacksmith,"  Mother  Goose  Rhymes,"  ''Seven 
Little  Sisters,"  all  are  rich  in  subjects. 

The  animal  and  plant  life  studied  in  Nature  and  Geography  furnish 
material  for  expression  in  clay,  color,  lead  and  cutting-. 

For  an  appreciation  of  the  function  of  drawing,  and  the  adaption  of 
drawing  to  the  children,  the  teacher  is  advised  to  read, 

Col.  Parker's  "Talks  on  Pedagogics." 

The  "Art  Education,"  published  by  J.  C.  Witter  Co.,  New  York, 
"  The  Perry  Magazine,"  published  by  The  Perry  Pictures  Co.,  Maiden, 
Mass.,  are  valuable  art  magazines. 

The  Art  Number  of  the  Chicago  Record  ;  Elmer  Brown's  "  Studies 
of  Children's  Drawings." 

Miss  Mary  A.  Grupe, 
Prin.  Training  Dept.  Ellensbnrg  Normal  School. 


ART  AND  ART  EDUCATION  IN  THEIR  RELATION  TO  THE 
SOCIAL  WELFARE  OF  THE  PEOPLE. 

By  F.  H.  Simons. 

True  civilization  and  social  welfare  are  very  closely  connected.  It 
is  therefore  worth  while  before  discussing  the  theme,  to  say  a  few 
words  about  this  social  quality  called  civilization.  It  will  help  us  to  see 
more  clearly  and  quickly  the  great  necessity  of  bringing  civilization — 
that  is,  the  general  intelligence — to  a  higher  standard. 

Art  influences  the  development  of  the  mind  in  the  right  direction 
It  calls  for  close  and  strict  observation,  and  thus  cultivates  the  power  of 
seeing.    And  as  true  seeing  is  more  than  a  mere  ocular  phenomenon, 
as  it  is  rather  a  reciprocal  mental  process,  the  culture  of  seeing  means 
the  culture  of  the  mind,  the  generation  of  intelligence. 

Art  trains  the  judgment,  because  accurate,  definite  seeing  leads  to 
definite  thinking,  and  definite  thinking  increases  general  wisdom  and 
prompts  the  individual  to  better  judgment.  Better  judgment  means 
better  taste,  and  better  taste  means  better  selection,  and  better  selec- 
tion produces  progress,  better  industry,  better  trade  and  commerce, 
better  general  conditions. 

Art  alTords  the  best  opportunities  for  the  culture  of  productive  im- 
agination and  intellectual  originality.  This  means  a  great  deal,  be- 
cause the  faculty  of  intellectual  self-activity  and  creative  inventiveness 
forms  the  mainspring  of  achievement.  It  is  the  promoter  of  progressive 
evolution,  the  vital  cause  of  an  industrial  life  that  makes  "life  worth 
living."  Imagine  a  life  without  industry  !  It  would  be  mere  animalism; 
and  industry  without  art,  mere  barbarism.  Art  is  the  soul  of  life;  with- 
out it  life  would  be  dull  and  aimless,  trade  would  almost  cease,  and 


70 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


commerce  become  unknown.  Commerce  thrives,  not  on  tramps,  not  on 
low  wage  earners,  but  on  well-to-do  customers.  Art  feeling-  creates  new 
wants,  new  desires,  new  aspirations,  which  not  only  cause  industry  and 
commerce  to  flourish,  but  which  stimulate  the  intellect  of  the  people  to 
a  higher  development,  broader  views,  loftier  and  grander  emotions. 

It  is  art,  not  material,  which  generates  wealth.  Industry  flourishes 
not  on  account  of  the  intrinsic  value  of  the  raw  matter,  nor  the  quantity 
of  raw  unguided  imagination;  industry  flourishes  because  of  the  new 
wants  art  creates  and  because  there  is  scarcely  any  limit  to  the  market 
value  that  intelligent  taste  and  cultured  imagination  can  confer  upon  an 
object  through  beauty  of  form  or  decoration,  however  inexpensive  the 
material  of  which  the  object  is  made.  It  is  the  art  spirit  and  art  skill 
that  makes  a  block  of  marble  or  a  lump  of  clay  or  a  few  pounds  of  iron 
worth  thousands  of  dollars. 

To  lead  the  children  in  school  and  home  life  to  this  mode  of  right 
self-activity  and  original  expression  should  be  our  aim,  and  they  should, 
therefore,  have  ample  chance  in  their  early  days  to  develop  along  these 
lines,  because  youth  is  the  time  for  forming  habits,  and  every  day  the 
power  that  is  not  used  is  failing.  The  schools  must  give  their  pupils 
the  opportunity  for  development  and  self-expression  in  art.  Not  mere 
expression,  but  guided  self-expression,  rightly  stimulated  self-activity, 
is  the  key-note.  Activity  we  may  find  in  the  most  slavishly  conducted 
communities  or  schools,  or  in  a  community  of  active  rascals,  but  cul- 
tured self-activity  only  where  free  thinking  and  free  doing  have  been 
fostered  and  encouraged  for  the  general  wellfare.  Mere  doing  some- 
thing does  not  necessarily  induce  growth.  Our  homes  must  be  provided 
with  children's  rooms,  where  the  youth  finds  ample  space  and  liberty 
for  testing  by  actual  work  the  inborn  art  impulse  and  inventive  spirit. 
The  child  needs  a  workroom  as  the  adult  needs  a  study  or  laboratory 
for  developing  and  perfecting  individual  thinking  and  doing.  How 
little  in  our  country  the  child  is  taken  into  consideration  in  home  life 
in  the  right  light  and  spirit  can  easily  be  seen  by  the  fact  that  one  must 
be  an  expert  hunter  to  find  a  children's  workshop. 

"Who  has  the  schools  has  the  future  "  is  a  well-known  fact.  The 
schools  are  the  formative  agencies  for  the  coming  generations.  Thus 
whatever  appears  in  the  life  of  a  nation  must  first  appear  in  the  schools. 
For  this  reason,  if  we  want  an  art-loving  people,  an  art  industry,  better 
feeling  and  thinking,  we  must  begin  in  the  schoolroom  with  the  em- 
bodying of  such  needed  qualities.  This  will  force  the  educator  not  only 
to  investigate  the  arts  as  to  their  quality  for  promoting  progress  and 
welfare,  but  to  acquaint  himself  thoroughly  with  the  very  means  and 
ways  of  giving  instruction  in  the  same,  of  arousing  the  children's  in- 
terest in  this  line  of  work. 

Not  where  we  stand,  but  the  direction  in  which  we  move,  will  tend 
to  great  things. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


71 


POINTS  OF  VITAL  IMPORTANCE  IN  ELEMENTARY  ART  EDUCATION. 

/.  Education, 

The  culture  (development)  of  the  moral  (healthy)  qualities  of  the 
human  being  individually^  and  of  the  human  race  collectively  (wel  ire 
of  the  being). 

2.    Motto:  Mens  sana  in  corpore  sano. 
Crippling  of  hand,  eye,  and  other  organs. 

Proper  material  (pencil,  brush,  paper,  writing  books,  models,  school 
desks,  schoolroom). 

Proper  position  (in  drawing,  reading,  writing). 
Proper  place  (near,  far- sighted). 

Health  of  pupil— Health  of  teacher.  (Work  of  science  all  for 
health.)    (  Work  of  art  all  for  health.) 

J.    Educational  equation. 

Child+Experience  (Teacher)  =  Welfare  (aimed  at). 

^.  Experience. 

Direct  experience:  Experimental  self-knowledge;  direct  knowledge 
produces;  direct  knowledge  necessary  for. 

Indirect  experience:  Book  knowledge;  books;  understanding  of 
books,  art  works,  etc.;  critic  of  skill  and  time  put  in  art  works;  individ- 
uality, character.  ' 

^a.  Teacher. 

Liberal  education;  good  health  (pay).  Time  for  self-culture;  time 
for  recreation. 

5.  Child. 

The  child  is  best  known  by  its  activities: 

1.  Physical  activity  (play  work — gymnastics). 

2.  Language  activity  (language  work — literature). 

3.  Artistic  activity  (art  work — art). 

4.  Historical  activity  (history  work — history,  geography). 

5.  Scientific  activity  (science  work — science). 

5a.    Tendencies  of  these  activities  of  a  twofold  nature. 

Moral  (to  develop),  healthy,  social,  altruistic.  Immoral  (to  annihi- 
late), unhealthy,  antisocial,  pure  egotistic. 

(Duty  of  education:  Cultivation  of  taste,  art  feeling,  altruistic  sen- 
timent.) 

(Self-love  and  self-respect — Flobbier.) 


72 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


6.    Culture  of  the  activities. 

[a]  Exterior  absorbing  organs.— \.  Eye  (sight).  2.  Ear  (hearing). 
3.  Hand  (touch).    4.  Nose  (smell).    5.  Mouth  (taste).    6.  General  senses. 

{b)  Mind  laboratory .—T\iq  interior  organs,  with  the  hereditary  qual- 
ities of  intuition. 

[c]  Exterior  expressing  organs. — 1.  Tongue.    2.  Hand. 

(Every  day  the  power  that  we  will  not  use  is  failing  us.) 

(The  mind  speculates,  the  hand  tests  by  the  law  of  practical  appli- 
cation.) 

/.    The  three  leading  school  systems. 

1.  The  classic.    2.  The  trade.    3.  The  true  liberal  (practical). 

8.    The  true  liberal  [modern practical)  school. 

Common  nucleus  of  all  studies  in  the  kindergarten. 
Code  of  education:  Extension  of  mind  and  subject  code. 
Co-relation  of  studies  and  concentration  of  thought. 
Too  early  bifurcation  of  studies  in  the  high  schools. 

p.    The  different  branches  of  study. 

1.  Literature.   2.  Science.   3.  Art.   4.  History.   5.  Music.  6.  Gym- 
nastics. 

Proper  balance  depends  upon  the  child's  natural  growth;  educa- 
tional and  practical  value  (time,  quantity,  quality). 

The  educational  value  of  a  study  depends  on  its  influence  in  devel- 
oping: (1)  The  receptive  external  organs;  (2)  the  interior  assimilating 
and  creating  organs;  (3)  the  expressing  external  organs;  (4)  the  general 
senses  for  general  health. 

10.    The  arts  [classification). 

Space  arts,  time  arts,  etc.:    Their  educational  value;  their  practical 
value;  ethical  life. 

II.    Sequence  of  work  arid  method  in  art  instruction. 

Pictorial.    Decorative.  Constructive. 
Chief  secret:  Ample  chance — we  learn  to  do  by  doing. 
Central  idea:   Development  of  selfhood  (often  crippled  through 
lack  of  technical  skill). 

12.    The  main  aim  in  all  work. 

A  wakening  of  the  latent  powers  and  developing  of  the  capacities  in 
the  right  direction.  \ 
Taste  and  inclination  for  a  profession. 
Self-respect  and  true  respect  for  others. 


COURSE   OF  STUDY   FOR  COMMON  SCHOOLS.  73 


CONDENSED  OUTLINE  OF  WORK  FOR  THE  GRADES. 
Synopsis  of  art  work  for  first  four  years. 


Pictorial  work. 


Decorative  work 


Constructive  work  (form 
and  manual  training. 


Coloring  of  outline  pictures 
(printed  picture  books). 

Object  drawing  and  painting: 
(a)  Natural  objects  (appro- 
priate to  the  season  and  in 
connection  with  nature 
work) :  (6)  industrial  objects 
(in  connection  with  trades 
studied). 

Human  figure  (in  action). 

Illustrative  and  imaginative: 
Sketching  and  illustrating 
stories,  nature  work,  etc. 

Blacliboard  sketching. 

Models:  Use  simple  objects 
with  essential  features  and 
present  them  in  groups.  The 
children  should  be  familiar 
with  the  objects  through 
work  in  previous  lessons. 


Color,  sensation,  and  recog- 
nition: 
(«)  From  the  round 
(balls,  beads,  sticks, 
etc.). 

(5)  From  the  fiat  (col- 
ored paper)  ;  no  theory 
in  regard  to  combin- 
ing or  mixing. 
Color  nomenclature. 
Arrangement  of  patterns. 

with  sticks,  tablets,  etc. 
Decorative  painting  of  — 
(a)  CJay  ornaments 

(tiles,  etc.). 
{h)  Paper,  life  forms 
(boxes,  baskets,  fur- 
niture). 
{c)  Ornamental  paper 
forms  (drawings,  cov- 
ering with  flat  washes, 
elaborating). 
Dictation  exercises. 


Clay  modeling: 

Natural  and  artificial 

objects. 
Type  and  ornamental 
forms. 

Folding,  cutting,  and 
pasting  of— 

(0)  (Geometrical 

forms  (types). 
Qj)  Life  forms,  (fur- 
niture, etc.). 
(c)  O  rnamental 
forms. 


N.  B.— As  the  art  work  is  so  closely  connected  with  the  different  subjects  taught, 
the  teacher  should  be  the  best  judge  as  to  the  immediate  need  of  her  class,  but  she 
should  see  to  it  that  the  children  under  her  care  get,  systematically,  some  work  from 
each  branch  and  as  much  as  the  health  of  the  child  permits. 


Synopsis  of  art  work  for  the  fifth  and  sixth  years. 


Pictorial  work. 


Decorative  work. 


Object  drawing  and  painting 
(sketching  easel) : 
(a)  Industrial     \  Objects 
(&)  Natural  in 
(c)  Type  forms    )  Groups. 

Silhouette  painting. 

Human  figure  (in  action). 

Illustrative  and  imaginative 
sketching  in  pencil,  pen  and 
ink,  water  colors. 

Blackboard  sketching. 

Free-movement  drill. 

(Pictorial  painting  with  the 
brush  in  masses  without  pre- 
vious outline  sketching.) 


Drtiwing   and   painting  of 
original  designs: 
(fl)  Geometrical. 
(&)  Vegetable. 

Direct  brush  designing  in 
connection  with  the  pic- 
torial silhouette  work. 

Decoration  of  the  card- 
board forms. 

Dictation  work. 

(In  all  decoration  work 
lead  the  child  from  its 
free  realistic  expression 
of  decoration  to  idealism 
and  conventionalism,  in- 
troducing the  principles 
of  spacing,  repetition,  va 
riety  symmetry.) 


Constructive  work  (man* 
ual  training). 


Making  o  f  cardboard 
forms. 

Reading    of  working 

drawings. 
Making  working  draw- 
ings (from  hand). 
From  the  objects: 
(o)  Typical  forms, 
(Jj)  Industrial  forms 
(box,  towel  roller, 
etc.). 

Use  for  making  working 
drawings,  '-the  shop 
method." 


N.  B.— Each  branch  should  be  taken  up,  if  possible,  once  a  week  and  in  connection 
with  other  work. 

Never  interfere  with  the  free  expression  of  the  pupil  in  regard  to  technic  or  thought 
expression  as  long  as  there  is  artistic  feeling.   Help  to  develop  individuality. 
All  models  should  be  as  large,  interesting,  and  beautiful  as  possible. 


74 


COURSE  OP  STUDY  FOR  COMMON  SCHOOLS. 


Synopsis  of  art  work  for  grades  seven ^  eighty  and  eight  and  one-half 


Pictorial  work. 


Decorative  work. 


Constructive  work  (man- 
ual training). 


Object  drawing: 

Sketching  easel,  in  pencil, 
water  colors,  pen  and  ink. 

Compositions  of  type  solids 
—still  life  of  industrial'and 
natural  objects. 
Human  figure  (in  action). 
Illustrative  and  imaginative: 

Sketching  in  pencil,  pen  and 

ink,  water  colors. 
Time  sketches:   Indoor  and 

outdoor. 
Blackboard  sketching. 
Free-movement  drill. 
Perspective:  Lead  the  child 

by   the  inductive  method 

from  seen  and  recognized 

facts  to  find  the  elementary 

rules  of  perspective. 
Light  and  shade:  All  pictorial 

work  should,  as  much  as 

possible,   be  expressed  in 

light  and  shade. 


Drawing  and  painting  of 
original  patterns  and  ap- 
plied designs  (initials, 
headings,  covers,  calen- 
dars, tidies,  etc.). 

Principles  of  principality, 
progression,  parallelism, 
continuity,  leading  lines. 

Plant  analysis  and  conven- 
tionalism from  flat  stud- 
ies and  plants  according 
to  the  season. 

Historic  forms  of  orna- 
ments. 


Springfield  Industrial 
Drawing  Kit  No.  2,  13 
by  19  inches  (free-hand 
and  Instrumental). 

Geometrical  drawing  ^ge- 
ometrical problems.) 

Working  drawings  (natu- 
ral size  or  to  scale)  from 
models  and  given  prob- 
lems without  models. 

Lettering. 


Art  is  a  culture  study,  the  aim  of  which  is  primarily  to  cultivate,  refine,  and  elevate 
aesthetic  ideals. 

Art  develops  originality,  and  qualifies  men  to  aid  in  the  increase  of  human  wisdom 
and  power  and  the  promotion  of  human  happiness  by  the  production  of  new  thought, 
new  appliances,  new  forms  of  beauty,  and  new  conceptions  of  aesthetic  evolution. 

In  teaching  art,  the  teacher  has  to  deal  chiefly  with  the  three  duties:  (1)  The  en- 
largement of  the  receptive  and  reflective  powers;  (2)  the  training  of  the  powers  of  ex- 
pression or  external  representation;  (3)  the  stimulation  of  the  selfhood  to  original 
directive  activity.  They  should  be  regarded  as  a  unity,  with  the  development  of  self- 
hood as  the  central  idea. 

Refer e7ice  books  for  teachers'^  desk. 

Grade, 

1.  Paper  Folding  and  Cutting.    By  K.  M.  Ball   1-4 

2.  A  First  Year  in  Drawing.    By  H.  T.  Bailey   1-4 

3.  Color  in  the  School  Room.    By  Milton  Bradley  Co   1-4 

4.  Drawing  and  Designing.    By  Leland   1-6 

5.  With  Brush  and  Pen.    By  James  Hall   1-7 

6.  Sloyd— Educational  Manual  Training.    By  E  Sshwartz   1-8 

7.  Illustrative  Blackboard  Sketching.    By  W.  B.  Hintz   1-8 

8.  DrawingSimplified— Text  Book  of  Form  Study  and  Drawing.  By 

D.  B.  Augsburg   1_8 

9.  Sketches  for  Object  Lessons.    By  G.  Zimmerman   1-8 

10.  Drawing  in  the  Public  Schools.    By  A.  K.  Cross.    1-8 

11.  Uniform  Examination  Questions  in  Drawing  (State  of  New  York). 

By  C.  W.  Barden   1_8 

12.  Lessons  on  Decorative  Design.    By  T.  G.  Jackson   1-8 

13.  Esthetic  Manual  (Designing)  for  Teachers.    By  L.  Thompson. .  1-8 

14.  The  Fine  Arts.    By  G.  B.  Brown   ]-8 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  75 


15.  Teachers' Manual— Part  IV.    Prang  Educational  Co   5-8 

16.  Mechanical  Drawing.    By  F.  Aborn   5-8 

17.  Mechanical  Drawing — Manual  for  Teachers.    By  A.  K.  Cross.  .  5-8 

18.  Students' Alphabets.    By  Keuffell  and  Esser   5-8 

19.  Light  and  Shade.    By  A.  K.  Cross   5-8 

20.  Color.    By  Church   5-8 

21.  School  of  Art  Geometry.    By  Ben  Johnson   7-8 

22.  The  Essentials  of  Perspective.    By  L.  W.  Miller   7-8 

23.  Study  of  Ornamental  Plants.    By  F.  Moser   7-8 

24.  The  Manual  Training  School.    By  Woodward   7-8 

25.  Wood  Carving.    By  Leland   7-8 

26.  Bench  Work  in  Wood.    By  W.  F.  Goss   7-8 

27.  History  of  Art,    By  Lubke   7-8 

— Report  of  Superintendent  of  Indian  Schools^  i8g8. 


The  rural  schools  cannot  give  art  the  time  given  to  it  in 
graded  shools.  Some  work  should  be  attempted,  however. 
The  value  of  drawing,  in  giving  emphasis  to  other  subjects,  be- 
comes more  evident  to  the  teacher  who  trys  to  teach  it.  For 
rural  schools  are  recommended 

Thompson's  Two  Book  Course;  D.  C.  Heath  &  Co. 
Augsburg's  Elementary  Drawing  Simplified;  a  teacher's 

manual  for  primary  grades;  Educational  Pub.  Co. 
Augburg's  Drawing  Simplified,  in  four  parts,  for  pupils  of 
the  grammar  grades;  Educational  Pub.  Co. 

For  teachers  desiring  to  make  a  more  extensive  study,  the 
following  are  recommended: 

Thompson's  Course  in  Drawing;  D.  C.  Heath  &  Co. 
Art  Instruction  in  Primary  Schools;  First  Year;  Prang 
Education  Co. 

Art  Instruction  in  Primary  Schools;  Second  Year;  Prang 
Education  Co. 

Parti.,  Elementary  Course;  Third  Year;  Prang  Educ.  Co. 
Part  II,,  Elementary  Course;  Fourth  Year;  Prang  Educ. 
Co. 

Part  HI.,  Elementary  Course;  Fifth  Year;  Prang  Educ. 
Co. 

Part  IV.,  Elementary  Course;  Sixth  Year;  Prang  Educ. 
Co. 

All  schools  should  be  supplied  with 

Great  Artist  Series  (lo  cents  a  number);  Educ.  Pub.  Co 
Picture  Study  in  Elementary  Schools. 


76 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Part  I.,  for  primary  grades;  Macmillan  Co. 
Part  II.,  for  grammar  grades;  Macmillan  Co. 
Pupils'  edition  for  each  part. 

The  elementary  text  in  English,  fourth  and  fifth  years,  gives 
emphasis  to  picture  study  in  the  language  and  composition 
work. 


MUSIC. 


A  school  is  not  fulfilling  its  usefulness  unless  it  abounds  with 
song.  National  airs  should  be  familiar  to  all  children,  and  the 
theory  of  music  should  be  taught  where  time  permits.  The 
following  books  are  recommended  as  suitable  for  general  use. 
A  graded  school  may  desire  a  graded  series  of  books,  which  can 
be  secured  by  addressing  the  various  publishers. 

Johnson's  School  Songs,  15  cents  per  copy,  ^1.80  per  doz. ; 

Fillmore  Bros.,  Cincinnati,  Ohio. 
Johnson's  Song  Twigs,  20  cents  per  copy,  ^2.25  per  doz.; 

Home  Music  Co.,  Logansport,  Indiana. 
National  Songs  and  Hymns;  The  Orville  Brewer  Pub. 
Co.,  Chicago. 

Merry  Melodies,  15  cents  per  copy,  ^1.65  per  dozen;  A. 
Flanagan. 

The  New  Century  Songs;  A.  Flanagan. 
Golden  Glees;  A  Flanagan. 
American  Music  Reader. 

Primary  Grades;  Whitaker  &  Ray  Co. 

Grammar  Grades;  Whitaker  &  Ray  Co. 
Songs  of  The  Nation;  Silver,  Burdett  &  Co. 


SCHOOL  LIBRARIES. 


"  It  seems  to  be  true  that  the  gfreatest  amount  of  reading-  is  done  by 
children  between  the  age  of  twelve  and  fourteen,  and  that  by  the  end 
of  high- school  course  pupils  settle  down  to  one  class  of  reading  matter, 
what  ever  that  may  be.  [Proceedings  of  the  National  Educational  As- 
sociation, 1897,  p.  1019.)  The  importance  of  deciding  what  books  are 
suited  to  children  at  this  period,  and  of  placing  such  books  within  their 
reach,  will  be  readily  conceded.  Children  will  read  what  they  like.  If 
we  can  find  out  what  they  like  and  then  provide  it  for  them  from 
literature  true  to  life,  now  accessible,  we  may  be  reasonably  certain  that 


COURSE   OF   STUDY   FOR   COMMON  SCHOOLS. 


77 


the  class  of  reading-  settled  down  to  later  will  never  drop  below  the  level 
of  the  taste  thus  formed. 

But  to  beg-in  our  selection  for  the  child  at  the  age  of  twelve  is  too 
late  for  best  results.  We  must  begin  as  soon  as  he  learns  to  read,  or 
even  before  if  possible,  by  reading-  to  him  and  by  story-telling-.  Not 
the  least  of  the  difficulties  is  the  selection  of  a  few  appropriate  books 
from  the  vast  number  available." — N.  E.  A.  Committee  on  Libraries. 

'•Pupils  should,  while  in  school,  be  trained  to  know  and  love  good 
literature,  to  use  reference-books,  to  economise  time  in  reading-,  throug-h 
the  use  of  tables  of  contents,  page-headings,  etc. 

Training-  pupils  to  read  and  love  good  literature  is  by  far  the  most 
important  work  done  in  school.  There  is  nothing  else  that  a  teacher 
can  do  at  all  comparable  to  it  in  value.  It  is  the  one  thing-  the  school  does 
that  continues  to  contribute  to  one's  education  so  long-  as  he  lives.  We 
should  never  forg-et  that  it  is  not  the  ability  to  read,  but  the  use  made 
of  that  ability,  that  contributes  to  the  destiny  of  a  child." — 

N.  E.  A.  Committee  on  Libraries. 

"Children  must  be  directed  and  trained  in  regard  to  their  reading. 
Tdey  can  no  more  be  trusted  to  g-et  their  own  knowledge  of  and  taste 
for  literature,  unaided,  than  they  can  get  their  scientific  and  mathemat- 
ical training  in  the  same  way. 

If  it  is  the  duty  of  the  state  to  see  that  its  citizens  know  how  to  read, 
it  is  certainly  no  less  its  duty  to  see  that  they  are  trained  to  do  the  right 
kind  of  reading;  otherwise  the  ability  to  read  may  be  harmful  rather 
than  beneficial,  both  to  the  individual  and  to  the  state." — 

N.  E.  A.  Committee  on  Libraries. 


A  GRADED  LIST  FOR  SCHOOL  LIBRARIES  AND  SUP- 
PLEMENTARY READING  BOOKS* 


Iwards,  $  25 


FIRST  GRADE. 

Wiltse's  Stories  for  Kindergartens  and  Primary 

Schools  Ginn  &  Co  

Wiltse's  Stories  for  Kindergartens  and  Primary 

Schools  Ginn  &  Co  

Wiltse's  Kindergarten  Stories  and  Morning  Talks.  .Ginn  &  Co  

Stickney's  First  Reader  Ginn  &  Co  

Stickney's  Earth  and  Sky.    No.  1  Ginn  &  Co  

Thompson's  Fables  and  Rhymes  for  Beginners  Ginn  &  Co  

Burt's  Little  Nature  Studies  for  Little  People, 

Vol.  I  Ginn  &  Co  

Hodgkin's  Little  People's  Reader  Ginn  &  Co  

Turner's  Primer  and  First  Reader  Ginn  &  Co   hoards, 

Lane's  Oriole  Stories  Ginn  &  Co   boards, 

Bass'  The  Beginners  Reader  D.  C.  Heath  &  Co  


cloth, 
cloth, 
cloth, 
boards, 
cloth, 

boards, 
cloth. 


78 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


25 

25 
30 

Grlel's  Glimpses  of  Nature  for  Little  Folks  . . . . 

 D.  C.  Heath  &  Co  

25 

5 

5 

5 

Some  Bird  Friends  

5 

5 

Flower  Friends— III  

5 

T                            *  +1,       O  • 

5 

5 

Nature  Study  for  Youngest  Readers — Chase . .  , 

—  Educational  Pub.  Co  

30 

25 

Three  Little  Lovers  of  Nature. 

A    T^^l  nnti  era  n  i 

25 

Primary  Nature  Reader — W^ilson  

Home  and  School  Reader  

Nature's  Byways   

35 

Easy  Steps  for  Little  Feet  

25 

Johonnot's  Cats  and  Dogs  

20 

Lane's  Stories  for  Children  

....A.  B.  Co  

25 

Stories  of  Child  Life— Book  I  

25 

40 

Riverside  Primer  and  First  Reader  

30 

SECOND  GRADE, 

story  of  Bryant  

5 

Story  of  Israel  Putnam  

5 

5 

5 

5 

5 

Story  of  Lincoln  

5 

5 

Story  of  Whittier  

5 

5 

5 

Story  of  the  Pilgrims  

5 

Story  of  the  Boston  Tea  Party  

Story  of  Eli  Whitney  

5 

Story  of  Edison  

5 

Story  of  Hawthorne  

5 

5 

5 

Story  of  Cyrus  W.  Field  

5 

Story  of  Holmes  

5 

Story  of  Longfellow  

—  Educational  Pub.  Co  

5 

COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


79 


stories  of  Revolution.  I.  (Lexington  and  Con- 
cord)  Educational  Pub.  Co. 

Stories  of  Revolution.   II.    (British  Driven  from 

Boston  Educational  Pub  Co. 

Stories  of  Revolution.  III.  (Battle  of  Long  Island)  .Educational  Pub.  Co . 

Stories  from  Birdland  Educational  Pub.  Co. 

Introduction  to  Nature's  Story-Book   Educational  Pub,  Co. 

-^sop's  Fables.   Vol.  II  Educational  Pub.  Co. 

In  Mythland  Educational  Pub.  Co. 

Stories  of  the  United  States.    (Large  Type.)  Educational  Pub.  Co. 

Stories  of  the  Red  Children.    (Large  Type.)  Educational  Pub.  Co. 

Stickney's  Pets  and  Companions  Ginn  &  Co   boards, 

Grimm's  Fairy  Tales.   Part  I  Ginn  &  Co   cloth, 

Turner's  Short  Stories  Ginn  &  Co   boards, 

Burt's  Little  Nature  Studies  for  Little  People. 

Vol.  11.  Ginn  &  Co   boards, 

Scudder's  Fables  and  Folk  Storie&.  (Riverside 

Series,  Nos.  47  and  48.)  H.  M.  &  Co  

Old  Greek  Folk  Lore.    (Riverside  Series,  Nos.  47 

and  48.)  H.  M.  &  Co  


Warren's  From  September  to  June  in  Nature  D. 

Badlam's  First  Reader  D. 

Bass'  Stories  of  Plant  Life  D. 

Heart  of  Oak  Readers.   Book  I  D. 


H.  &  Co. 
H.  &  Co. 
H.  &  Co. 
H.  &  Co.. 
H.  &  Co. 
H.  &  Co. 
H.  &  Co. 

Co  

B.  Co  

B.  Co  


Sneeden's  Docas,  the  Indian  Boy  D.  C. 

Bass'  Stories  of  Animal  Life  D.  C. 

Wright's  Nature  Readers.   No.  1  D.  C. 

Fairy  Stories  and  Fables— Baldwin  A.  B 

Fifty  Famous  Stories  Retold— Baldwin  A 

Stories  of  Great  Americans— Egg leston  A 

Home  Geography— Long  A.  B.  Co  

Golden  Book— Swinton  &  Cathcart  A.  B.  Co  

Science  Reader,  Book  I— Murche  Macmillan  &Co. 

Nature  Study  Reader,  Book  II— Wilson  Macmillan  &  Co. 

Stories  of  Child  Life,  Book   II— Badlam  S.  B.  &  Co  

Stories  of  Child  Life,  Book  III— Badlam  S.  B.  &  Co  

The  World  and  Its  People,  Book  I— Dunton  S.  B.  &  Co  

Victor  in  Buzzland— Bell  A.  Flanagan  

Nature  Myths  and  Stories— Cooke  A.  Flanagan  

Davis'  Nature  Stories  for  Young  Readers  


25 


THIRD  GRADE. 

Grimm's  Fairy  Tales.— 1  Educational  Pub.  Co  ?  5 

Grimm's  Fairy  Tales.— 2  Educational  Pub.  Co   5 

Little  Red  Riding  Hood  Educational  Pub.  Co   5 

Jack  and  the  Bean  Stalk  Educational  Pub.  Co   5 

Selections  from  Grimm.— 1  Educational  Pub.  Co,    5 

Selections  from  Grimm.— 2  Educational  Pub.  Co   5 

Stories  from  Garden  and  Field.   I  Educational  Pub.  Co   5 

Stories  from  Garden  and  Field.   II  Educational  Pub.  Co   5 

Story  of  Tennyson  Educational  Pub.  Co   5 

Story  of  S.  F.  B.  Morse  Educational  Pub.  Co   5 

Story  of  James  Watt  Educational  Pub.  Co   5 

Story  of  the  Norsemen  Educational  Pub.  Co   5 

Puss  in  Boots  Educational  Pub.  Co   5 


80 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Story  of  Stephenson  Educational  Pub.  Co   5 

Story  of  Irving  Educational  Pub.  Co   5 

Story  of  Boone  Educational  Pub.  Co   5 

Pioneers  of  tbe  West  Educational  Pub.  Co   5 

Fremont  and  Carson  Educational  Pub.  Co   5 

Stories  and  Rhymes  of  Woodland.   I  ,  Educational  Pub.  Co   5 

Stories  and  Rhymes  of  Woodland.   II  Educational  Pub.  Co   5 

Stories  and  Rhymes  of  Birdland.   I  Educational  Pub.  Co   5 

Stories  and  Rhymes  of  Birdland.   II  Educational  Pub.  Co   5 

Stories  and  Rhymes  of  Flowerland.    I  Educational  Pub.  Co   5 

Stories  and  Rhymes  of  Flowerland.   II  Educational  Pub.  Co   5 

Grimm's  Fairy  Tales  Educational  Pub.  Co   40 

Robinson  Crusoe  Educational  Pub.  Co   40 

Swiss  Family  Robinson  Educational  Pub.  Co   40 

Hawthorne's  Wonder  Book  Educational  Pub.  Co   30 

Geography  for  Young  Folks  Educational  Pub,  Co.     30 

Nature's  Story  Book.   Vol.1  Educational  Pub.  Co.     40 

Lessons  in  Humane  Education,  Parts  I  and  II  Whitaker  &  Ray  Co   20 

Strong's  All  the  Year   Round   Series,  Part  I, 

Autmmn  Ginn  &  Co                       cloth,  30 

Strong's  All  the  Year   Round  Series,  Part  II, 

Winter  Ginn  &  Co                      cloth,  30 

Strong's  All  the  Year  Round  Series,  Part  III, 

Spring  Ginn  &  Co                       cloth,  30 

Open  Sesame.  Vol.  I  .'  Ginn  &  Co                     boards,  50 

Open  Sesame.  Vol.  I  Ginn  &  Co                       cloth,  75 

Andrews' Seven  Little  Sisters  Ginn  &  Co  :             cloth,  50 

Andrews' Each  and  All  Ginn  &  Co                       cloth,  50 

Burt's  Stories  from  Plato  Ginn  &  Co                       cloth,  40 

Grimm's  Fairy  Tales,  Part  II  Ginn  &  Co                       cloth,  35 

Morley's  Seed-Babies  Ginn  &  Co                     boards,  25 

Hans  Andersen's  Stories  (Riverside  Series,  Nos. 

49  and  50  H.  M.  &  Co                       cloth,  40 

Verse  and  Prose  for  Beginners  in  Reading  (River- 
side Series,  No.  59)  H.  M.  &  Co                      cloth,  15 

The  Bird's  Christmas  Carol— Wiggin  H.  M.  &  Co   50 

Heart  of  Oak  Readers,  Book  II  D.  C.  H.  &  Co   35 

Sneddon's  Docas,  The  Indian  Boy  .D.  C.  H.  &  Co   35 

Wright's  Nature  Readers,  No.  1  .D.  C.  H.  &  Co   35 

Miller's  My  Saturday  Bird  Class  D.  C.  H.  &  Co   35 

Firth's  Stories  of  Old  Greece  D.  C.  H.  &  Co   30 

Bass'  Stories  of  Animal  Life  D.  C.  H.  &  Co   35 

Spear's  Leaves  and  Flowers  D.  C.  H.  &  Co   25 

Old  Greek  Stories— Baldwin  American  Book  Co   45 

Old  Stories  of  the  East— Baldwin  American  Book  Co   45 

Stories    of    American    Life     and  Adventure— 

Eggleston  American  Book  Co   50 

Short  Stories  of  our  Shy  Neighbors— Kelly  American  Book  Co   50 

Books  of  Tales— Swinton  &  Cathcart  American  Book  Co  

Neighbors  with  Wings  and  Fins— Johonnot  American  Book  Co   40 

Flyers,  Creepers,  and  Swimmers— Johonnot  American  Book  Co   40 

Stories  of  Child  Life,  Book  IV— Badlam  S.  B.  &  Co   42 

The  World  and  its  People,  Book  II— Dunton  S.  B.  &  Co...   36 

The  PJant  Baby  and  its  friends— Brown  American  Book  Co   48 

Child  Life,  Book  II  Macmillan  &  Co  

Science  Reader.  Book  II— Murche  Macmillan  &  Co   25 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


81 


Animal  Life  on  the  Globe— Chisholm  B.  S.  S.  Co   30 

Classic  Stories— McMurry  P.  S.  P.  Co   40 

Robinson  Crusoe  for  Boys  and  Girls  P.  S.  P.  Co   40 

Stories  of  Indian  Children  P.  S.  P.  Co   50 

Anderson's  Fairy  Tales  M.,  M.  &  Co   20 

Grimm's  Fairy  Tales  M.,  M.  &  Co   20 

Ruskin's  King  of  the  Golden  River  M.,  M.  &  Co   20, 

Paul's  Trip  to  the  Moon  M.,  M.  &  Co   12 

Craik's  Little  Lame  Prince  M.,  M.  &  Co   12 


FOURTH  GRADE. 


Tommy  Arm  and  Three  Hearts.— M.  O.  Wright  Educational  Pub.  Co. 

Black  Beauty.— Se well  Educational  Pub.  Co. 

Hawthorne's  Golden  Touch  Educational  Pub.  Co. 

Hawthorne's  Three  Golden  Apples  Educational  Pub.  Co. 

Hawthorne's  Miraculous  Pitcher  Educational  Pub.  Co. 

King  of  the  Golden  River.— Ruskin  Educational  Pub.  Co. 

The  Chimsera.— Hawthorne  Educational  Pub.  Co. 

Paradise  of  Children.— Hawthorne  Educational  Pub.  Co. 

Evangeline.  —Longfellow  Educational  Pub.  Co. 

Story  of  La  Salle  Educational  Pub.  Co. 

The  Minotaur.— Hawthorne  Educational  Pub.  Co. 

The  Pygmies.— Hawthorne  Educational  Pub.  Co. 

The  Dragon's  Teeth.— Hawthorne  Educational  Pub.  Co. 

De  Soto  Educational  Pub.  Co. 

Marquette  Educational  Pub.  Co. 

Audubon  Educational  Pub.  Co. 

Great  Stone  Face  Educational  Pub.  Co. 

Snow  Image  Educational  Pub.  Co. 

Jefferson  Educational  Pub.  Co. 

Nathan  Hale  Educational  Pub.  Co. 

Stories  of  Great  Men  Educational  Pub.  Co. 

Stories  of  Colonial  Children  Educational  Pub.  Co. 

American  History  Stories.— 4  Vols  Educational  Pub.  Co. 

Dickens'  "Little  Nell"  Educational  Pub.  Co. 

Dickens'  "  Dombey  &  Son  "  Educational  Pub.  Co. 

Legends  of  Norseland  Educational  Pub.  Co. 

Ethics. —Dewey  Educational  Pub.  Co. 

Stories  of  Australasia  Educational  Pub.  Co. 

Stories  of  India  Educational  Pub.  Co. 

Stories  of  China  Educational  Pub.  Co. 

Nature's  Story-Book.— Vol.  II  Educational  Pub.  Co. 

Little  Flower  Folks.— Vol.  I  and  II  Educational  Pub.  Co. 

Lessons  in  Humane  Education.— Parts  III  and  IV.  .Whitaker  &  Ray  Co. . 

Bashford's  Nature  Stories  of  the  Northwest  Whitaker  &  Ray  Co. . 

^sop's  Fables  Ginn  &  Co  

Hall's  Our  World  Reader,  No.  1  Ginn  &  Co.  

Andersen's  Fairy  Tales,  First  Series  Ginn  &  Co  

Weed's  Stories  of  Insect  Life  Ginn  &  Co  

Andrews'  Stories  Mother  Nature  Told  her  Child- 
ren  Ginn  &  Co  

Blaisdell's  Stories  from  English.  History  Ginn  &  Co  

Frye's  Brooks  and  Brook  Basins  Ginn  &  Co  

Bird  World.— Stickney  and  Hoffiran  Ginn  &  Co  


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5 
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36 
40 
40 
40 
40 
40 
40 
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40 
20 
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35 
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40 
25 


cloth,  50 
cloth,  40 
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82 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Hawthorne's  Little  Daffy  do  wndtlly,  etc.  (Riverside 

Series  No.  29)  H.  M.  &  Co   15 

Longfellow's  Song  of  Hiawatha.    Part  L  (River- 
side Series  No.  13)  H.  M.  &  Co   15 

Longfellow's  Song  of  Hiawatha.   Part  II.  (River- 
side Series  No.  14)  H.  M.  &  Co   15 

Hawthorne's  Biographical  Stories.  (Riverside  Ser- 
ies No.  10)   H.  M.  &  Co   15 

A  Selection  from  Whittier's  Child  Life  in  Prose. 

(Riverside  Series  No.  71)  H.  M.  &.  Co   15 

A  Selection  from  Whittier's  Child  Life  in  Poetry. 

(Riverside  Series  No.  70)    H.  M.  &  Co  .•   15 

Heart  of  Oak  Readers,  Book  III  D.  C.  H.  &  Co   45 

Brown's  Through  the  Year  with  Alice  and  Tom  D.  C.  H.  &  Co   40 

Kupper's  Story  of  Long  Ago  D.  C.  H.  &  Co   35 

Grinnell's  Our  Feathered  Friends  D.  C.  H.  &  Co   30 

Wright's  Nature  Readers,  No.  3  D.  C.  H.  &  Co   50 

Robinson  Crusoe  Am.  Book  Co   50 

Arabian  Knights  Am.  Book  Co   60 

Story  of  the  Greeks.— Guerber  Am.  Book  Co   60 

Story  of  Troy.— Clarke  Am.  Book  Co   60 

Story  of  .Eneas.— Clarke  Am.  Book  Co   45 

Outdoor  Studies.— Needham  Am.  Book  Co   40 

Stories  of  Animal  Lire  Am.  Book  Co   40 

Neighbors  with  Wings  and  Fins.— Johonnot. .   Am.  Book  Co   54 

Neighbors  with  Claws  and  Hoofs.— Johonnot  Am.  Book  Co  ,    60 

Animal  Memoirs,  Part  I.— Lockwood  Am.  Book  Co...   60 

Easy  Lessons  in  Popular  Science.— Monteith  Am.  Book  Co   75 

.^Esop's  Fables  M.  M.  &  Co   20 

Carroll's  Alice's  Adventures  M.  M.  &  Co   20 

Hawthorne's  Wonder  Book  M.  M.  &  Co    20 

Kingsley's  Water  Babies  M.  M.  &  Co   24 

Hawthorne's  Tanglewood  Tales  M.  M.  &  Co  ,    12 

Science  reader,  Book  III,  Murche  Macmillan  &  Co  

Home  Geography,  Tarr  &  McMurry  Macmillan  &  Co   60 


FIFTH  GRADE. 

story  of  Macbeth  Ecucational  Pub.  Co  

The  Deserted  Village— Goldsmith  Educational  Pub.  Co  

Othello,  etc.-Lamb  Educational  Pub.  Co  

The  Tempest,  etc.— Lamb  Educational  Pub.  Co  

Ancient  Mariner.— Coleridge  Educational  Pub.  Co  

Rab  and  His  Friends  Educational  Pub.  Co  

Pied  Piper  of  Hamelin— Browning  Educational  Pub.  Co  

John  Gilpin,  etc.— Cowper  Educational  Pub.  Co  

The  Elegy,  etc.— Gray  Educational  Pub.  Co  

Declaration  of  Independence  Educational  Pub.  Co  

Stories  from  Old  Germany  Educational  Pub.  Co   4 

Myths  of  Old  Greece.   Vol.  I  Educational  Pub.  Co   3 

Myths  of  Old  Greece.   Vol.  II  Educational  Pub.  Co   4 

Stories  from  Shakespeare.   3  Vols  Educational  Pub.  Co.    each. . .  5 

Cortes  and  Montezuma  Educational  Pub.  Co   3 

Pizarro  ;  or  the  Conquest  of  Peru  Educational  Pub.  Co   3 

Nature's  Storv-Book.   Vol.  Ill  Educational  Pub.  Co   4 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


83 


Storyland  of  Stars  Educational  Pub.  Co   40 

Stories  of  Industry.    Vol.1  Educational  Pub.  Co   40 

Wyss' Swiss  Family  Robinson  Ginn  &  Co   cloth,  45 

Andrews'  Ten  Boys  on  the  Road  from  Long  Ago. .  .Ginn  &  Co   cloth,  50 

Hale's  Little  Flower  People  Ginn  &  Co   cloth,  40 

Bird  World— Stickney  Ginn  &  Co   cloth,  50 

De  Foe's  Robinson  Crusoe  Ginn  &  Co   cloth,  35 

Kingsley's  Water-Babies  Ginn  &  Co   cloth,  35 

Those  Dreadful  Mouse  Boys  Ginn  &  Co   cloth,  80 

Andersen's  Fairy  Tales,  Second  Series  Ginn  &  Co   cloth,  40 

Fouque's  Undine  Ginn  &  Co   cloth,  30 

Weed's  Seed-Travellers  Ginn  &  Co   .   boards,  25 

Beginners  American  History— Montgomery  Ginn  &  Co   60 

Hawthorne's  Wonder-Book.   Part  I.  (Riverside 

Series,  No.  17.)  H.  Mc.  &  Co   15 

Hawthorne's  Wonder-Book,   Part  II.  (Riverside 

Series,  No.  18.)  H.  Mc.  &  Co   15 

Hawthorne's  Wonder-Book.   In  one  volume  H.  Mc.  &  Co   cloth,  40 

Longfellow's    Children's   Hour,    etc.  (Riverside 

.  Series,  No.  11.)  H.  Mc.  &  Co   15 

Longfellow's  Paul  Revere's  Ride,  etc.  (Riverside 

Series.  No.  6.3.)  H.  Mc.  &  Co   15 

Hawthorne's  Grandfather's  Chair  :    True  Stories 

from  New  England  History.   (Riverside  Series, 

Nos.  7.  8.  9.)  H.  Mc.  &Co   each...  15 

Matka.   A  Story  of  the  Mist  Islands  Whitaker  &  Ray  Co   75 

Brown's  Through  the  Year  With  Alice  and  Tom. .  .D.  C.  H.  &  Co   40 

Bull's  Fridtjof  Nansen  ,  D.  C.  H.  &  Co   30 

Grinnell's  Our  Feathered  Friends  D.  C.  H.  &  Co   30 

Heart  of  Oak  Readers.    Book  III  D.  C.  H.  &  Co   45 

Wiight's  Nature  Reader,  No.  3  D.  C.  H.  &  Co   50 

Kupfer's  Stories  of  Long  Ago  D.  C.  H.  &  Co   35 

Science  Book— Troeger  Sherwood  

Arabian  Nights  Am.  Book  Co   60 

Living  Creatures  Am.  Book  Co  

Story  of  the  Greeks— Guerber  Am.  Book  Co   60 

Stcry  of  the  Romans— Guerber  Am.  Book  Co   60 

Story  of  Caesar— Guerber   .Am.  Book  Co   45 

Story  of  the  Chosen  People— Guerber  Am.  Book  Co   60 

Readings  in  Nature's  Book— Swinton  and  Cathcart.Am.  Book  Co  

Plants  and  their  Children— Dana  Am.  Book  Co   65 

Animal  Memoirs— Lockwood.   Vol.11  Am.  Book  Co   60 

First  Book  in  U.  S.  History— Eggleston  Am.  Book  Co   60 

Stories  of  Other  Lands— Johonnot  Am.  Book  Co   40 

The  World  and  Its  People— Smith.   Book  IV  S.  B.  &  Co   60 

Science  Reader— Murche.   Book  IV  The  Macmillan  Co   40 

Pilgrim's  Progress— Bunyan  Rand,  McNally  &  Co   60 

Scottish  Chiefs-Porter  Rand.  McNally  &  Co   60 

Swiss  Family  Robinson— Wyss  Rand.  McNally  &  Co   60 

Prisoners  of  the  Revolution  P.  S.  P.  Co   30 

The  Story  of  Lincoln  P.  S.  P.  Co   30 

Pioneer  History  of  Miss.  Valley— McMurry  P.  S.  P.  Co   60 

Arabian  Nights  M..  M.  &  Co   20 

Ramee's  The  Nurenberg  Stove  M..  M.  &  Co   20 

Hawthorne's  Grandfather's  Chair— I  M.,  M.  &  Co   20 

Hawthorne's  Twice  Told  Tales  M.,  M.  &  Co   24 

Ramee's  The  Dog  of  Flanaers  M.,  M.  &  Co.   20 


84 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


SIXTH  GRADE. 


Lays  of  Ancient  Rome,  No.  1— Macaulay  Educational  Pub.  Co. 

Enoch  Arden— Tennyson  Educational  Pub.  Co, 

Legend  of  Sleepy  Hollow— Irving  Educational  Pub.  Co. 

Rip  Van  Winkle,  etc.— Irving  Educational  Pub.  Co, 

Philip  of  Pokanoket— Irving  Educational  Pub.  Co. 

The  Voyage,  etc.— Irving. .,  Educational  Pub.  Co. 

We  Are  Seven,  etc.— Wordsworth  Educational  Pub.  Co. 

Christmas  Eve,  etc.— Irving  Educational  Pub.  Co. 

Thanatopsis  and  Other  Poems— Bryant  Educational  Pub.  Co  . 

The  Great  West  Educational  Pub.  Co. 

De  Soto  and  La  Salle  Educational  Pub.  Co. 

Stories  of  Northern  Europe  Educational  Pub.  Co. 

Stories  of  England  Educational  Pub.  Co. 

Scott's  Talisman  (Abridged)   .Educational  Pub.  Co. 

Lamb's  Tales  from  Shakespeare   Educational  Pub.  Co. 

Stories  of  Industry.   Vol.  II  Educational  Pub.  Co. 

Pacilic  History  Stories  Whitaker  &  Ray  Co.  . 

Tales  of  the  Philippines  Whitaker  &  Ray  Co.  . 

Ruskin's  King  of  the  Golden  River  Ginn  &  Co  

Arabian  Nights  Ginn  &  Co..  

Bergen's  Glimpses  at  the  Plant  World  Ginn  &  Co,  

Moore-Tiffany's  Pilgrims  and  Puritans. . ;  Ginn  &  Co.  

Moore-Tiffany's  From  Colony  to  Commonwealth  Ginn  &  Co  

Francillon's  Gods  and  Heroes  Ginn  &  Co  

Montgomery's  Beginner's  American  History  Ginn  &  Co  

Open  Sesame.   Vol.1  Ginn  &  Co  

Open  Sesame.   Vol.11  Ginn  &  Co  

Twilight  Thoughts.,  Ginn  &  Co  

Hawthorne's  Tales  of  the  White  Hills,  and  Sketches 

(Riverside  Series,  No.  40)  H.  M.  &  Co  

Whittier's  Mabel  Martin,  etc.    (Riverside  Series, 

No.  5)  H.  M.  &Co  

Franklln'scPoor  Richard's   Almanac.  (Riverside 

Series,  No.  21)  H.  M.  &  Co  

Holmes's  Grandmother's   Story  of  Bunker  Hill 

Battle,  etc.    (Riverside  Series,  No.  60)  H.  M.  &  Co  

The  World  and  Its  People,  Book  V— Coe   .S.  B.  &  Co  

Science  Reader,  Book  IV— Murche  Macmiilan  &  Co  

Tales  from  Shakespeare— Lamb  Rand,  McNally  &  Co., 

The  Deerslayer— Cooper  Rand.  McNally  &  Co., 

Starr's  American  Indians  D.  C.  H.  &  Co  

Bull's  Fridtjof  Nansen  D.  C.  H.  &  Co  

Heart  of  Oak  Readers,  Book  IV  D.  C.  H.  &  Co  

Wright's  Nature  Readers,  No.  4  D.  C.  H.  &  Co  

Dole's  The  Young  Citizen  D.  C.  H.  &  Co  

Stories  of  the  English-  Guerber  Am.  Book  Co  

Stories  of  the  Olden  Time— Johonnot  Am.  Book  Co.,  

Ten  Great  Events  of  History  Am.  Book  Co  

Living  Creatures— Monteith  Am.  Book  Co  

Four  Great  Americans— Baldwin  W.  S.  B.  Co  

Four  American  Patriots— Burton  W.  S.  B.  Co  

Four  American  Naval  Heroes— Beebe  W.  S.  B.  Co  

Four  American  Poets— Cody  W.  S.  B.  Co  

Lamb's  Tales  from  Shakespeare  M.  M.  &  Co  


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COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


85 


Brown's  Rab  and  His  Friends  ,  

Church's  Story  of  the  ^neid  , 

Church's  Story  of  the  Iliad  

Swift's  Gulliver's  Voyage  to  Lilliput, 

Church's  Stories  from  Herodotus  

Defoe's  Robinson  Crusoe  , 


•  M.  M.  &  Co   12 

,M.  M  &Co   12 

M.  M.  &  Co   12 

.M.  M.  &  Co   12 

M.  M.  &Co   24 

M.  M.  &Co   24 


SEVENTH  GRADE. 


Lays  of  Ancient  Rome.   I  Educational  Pub.  Co. 

Enoch  Arden.— Tennyson  Educational  Pub.  Co. 

L'Allegro  and  Other  Poems.— Milton  Educational  Pup.  Co. 

As  You  Like  It.— Shakespeare  Educational  Pub.  Co. 

Merchant  of  Venice.— Shakespeare  Educational  Pub.  Co. 

Henry  the  Eighth.— Shakespeare  Educational  Pub.  Co. 

Lady  of  the  Lake.    Canto  /.—Scott  Educational  Pub.  Co. 

Lady  of  the  Lake.    Canto  //.—Scott  Educational  Pub.  Co. 

Lady  of  the  Lake.    Canto  ///.—Scott  Educational  Pub.  Co. 

Sir  Roger  de  Coverly.— Addison  ,  Educational  Pub.  Co. 

Cotter's  Saturday  Night.— Burns  Educational  Pub.  Co. 

Sir  Launfal.— Lowell  Educational  Pub.  Co. 

Our  Fatherland  Educational  Pub.  Co. 

Stories  of  Massachusetts  Educational  Pub.  Co. 

Patriotism  in  Prose  and  Verse  Educational  Pub.  Co. 

A  Year  Among  the  Trees  Educational  Pub.  Co. 

Martineau's  Peasant  and  Prince  Ginn  &  Co  

Comegys'  Primer  of  Ethics  Ginn  &  Co  

Swift's  Gulliver's  Travels  Ginn  &  Co  

Heroic  Ballads.— Montgomery   ,  Ginn  &  Co  

Adventures  of  Hatim  Tai  Ginn  &  Co  

Franklin's  Autobiography   .Ginn  &  Co  

Kingsley's  Greek  Heroes  Ginn  &  Co  

Life  of  Washington.— Irving  Ginn  &  Co  

Burrough's  Birds  and  Bees.    (Riverside  Series, 

No.  28)  H.  M.  &  Co  

Longfellow's  Courtship  of  Miles  Standish.  (River- 
side Series,  No.  2)  H.  M.  &  Co  

Burrough's  Sharp  Eyes,  and  Other  Papers.  (River- 
side Series,  No.  36)  H.  M.  &  Co  

Longfellow's  Evangeline.  (Riverside  Series  No.  1) ,  H.  M.  &  Co  

The  World  and  its  People,  Book  V.— Coe  S.  B.  &  Co  

Science  Reader,  Book  V.— Murche  Macm.  &  Co  

Sev^en  American  Classics.— Swinton  &Cathcart  Am.  Book  Co  

Dole's  The  Young  Citizen  D.  C.  H.  &  Co  

Starr's  American  Indians  D.  C.  H.  &  Co  

Penniman's  School  Poetry  Book  D.  C.  H.  &  Co  

Heart  of  Oak  Readers,  Book  IV  D.  C.  H.  &  Co  

Wright's  Nature  Readers,  No.  4  D.  C.  H.  &  Co  

Westward  Ho  !— Kingsley  U.  P.  Co  

Franklin's  Autobiography  M.  M.  &  Co  

Longfellow's  Evangeline  M.  M.  &  Co  

Longfellow's  Voices  of  the  Night,  etc  M.  M.  &  Co  

Longfellow's  Hiawatha  M.  M.  &  Co  

Historical  Classic  Readings.— 10  Nos  M.  M.  &  Co  


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45 
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40 
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15 

15 
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50 

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55 
60 
30 
36 
24 
12 
24 
12 


86 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


EIGHTH  GRADE. 


Pictures  from  English  Literature  Educational  Pub.  Co. 

Stories  from  Shakespeare,  3  Vols.— Pratt  Educational  Pub.  Co. 

Stories  of  Old  Rome  Educational  Pub.  Co. 

Stories  of  New  York  Educational  Pub.  Co. 

Sketches  from  American  Authors,  2  Vols.— Keysor. Educational  Pub.  Co. 

Irving's  Sketch  Book.  Educational  Pub.  Co. 

Hughes's  Tom  Brown  at  Rugby   Ginn  &  Co  

Bunyan's  Pilgrim's  Progress  Ginn  &  Co  

Ballou's  Footprints  of  Travel  Ginn  &  Co  

Ballou's  Footprints  of  Travel  Ginn  &  Co.  

Newell's  Reader  in  Botany,  Part  I  Ginn  &  Co  

Litchfield's  Nine  Worlds  Ginn  &  Co  

Chesterfield's  Letters.  .Ginn  &  Co  

Church's  Stories  of  the  Old  World  Ginn  &  Co  

Lamb's  Tales  from  Shakespeare  Ginn  &  Co  

Scott's  Lay  of  the  Last  Minstrel  Ginn  &  Co  

Irving's  Rip  Van  Winkle  and  Other  American 

Essays.    (Riverside  Series,  No.  51)  .H,  M.  &  Co  

Whittier's  Snow-Bound.   (Riverside  Series,  No.  4)  H.  M.  &  Co  

Irving's  Voyage  and  Other  English  Essays.  (River- 
side Series,  No.  52)  H.  M.  &  Co  

Gettysburg  Speech,  etc.  (Riverside  Series,  No.  32)  H.  M.  &  Co  

Longfellow's  Paul  Revere's  Ride,  etc.  (Riverside 

Series,  No.  63)  H.  M.  &  Co  

Bryant's  Sella,  Thanatopsis,  etc.  (Riverside  Series, 

No.  54)  H.  M.  &  Co  

Uncle  Tom's  Cabin.    (Riverside  Series,  No.  54) ...  .H.  M.  &  Co  

Loveliness— Mrs.  E.  S.  P.  Ward  H.  M.  &  Co  

The  World  and  Its  People,  Book  VI  S.  B.  &  Co  

Evolution  of  Dodd— Smith  Rand,  McNally  &  Co. . 

Collection  of  Poetry— White  Macmillan  &  Co  

Words  of  Lincoln— Thomas  W.  P.  H  

Heart  of  Oak  Readers,  Book  V  D.  C  H.  &  Co  

Heart  of  Oak  Readers,  Book  VI  D.  C.  H.  &  Co  

Dole's  The  American  Citizen  D.  C.  H.  &  Co  

Irving's  Sketch  Book  M.  M.  &  Co  

Dickens'  Christmas  Carol  M.  M.  &  Co  

Webster's  Bunker  Hill  Orations    .M.  M.  &  Co  

Bryant's  Thanatopsis,  etc   .M.  M.  &  Co  

Dickens'  Cricket  on  the  Hearth  M.  M.  &  Co  

Lowell's  Vision  of  Sir  Launfal,  etc  M.  M.  &  Co  

Whittier's  Songs  of  Labor,  etc  M.  M.  &  Co  

Words  of  Abraham  Lincoln  M.  M.  &  Co  

Chesterfield's  Letters  to  His  Son  ,  M.  M.  &  Co  

Holmes's  Selected  Poems   .M.  M.  &  Co  


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70 

cloth. 

1  00 

cloth. 

60 

cloth. 

50 

cloth. 

30 

cloth, 

50 

cloth. 

40 

cloth. 

30 

15 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


87 


ONE  HUNDRED  BOOKS  OF  UNQUALIHED  VALUE  FOR  HIGH- 
SCHOOL  STUDENTS  TO  READ, 


From  the  report  of  the  Committee  on  the  Relations  of  Public 
Libraries  to  Public  Schools,  N.  E.  A.,  1899. 

The  following  list  of  100  books  for  high  schools  is  selected  by  Prin- 
cipal J.  C.  Hanna,  Oak  Park,  111.: 


FICTION.* 


Rab  and  His  Friends,  Brown. 

Lorna  Doone,  Blackmore. 

Last  of  the  Mohicans,  Cooper. 

Tale  of  Two  Cities.  Dickens. 

The  Three  Musketeers  Dumas. 

The  Hoosier  Schoolmaster,  Eggleston. 

Silas  Marner,  Eliot. 

Pilgrim's  Progress,  Bunyan. 

The  Man  Without  a  Country,  Hale. 

The  House  of  Seven  Gables,.  ..Hawthorne. 

Tom  Brown's  School-Days,  Hughes. 

Les  Miserables  Hugo. 

Westward,  Ho  :  Kingsley. 

Hugh  Wynne.  Free  Quaker,  Mitchell. 

Treasure  Island,  Stevenson. 

Ivanhoe  Scott. 

Quentin  Durward,  Scott. 

Uncle  Tom's  Cabin,  Stowe. 

Ben-Hur,  Wallace. 

Harold,  Bulwer 


Last  Days  of  Pompeii,  Bulwer. 

Robinson  Crusoe.  Defoe. 

Story  of  a  Bad  Boy,  Aldrich. 

The  Pathfinder,  Cooper. 

David  Copperfield,  Dickens. 

Twenty  Years  After,  Dumas. 

Micah  Clarke,  Doyle. 

Kenilworth,  Scott. 

Waverley,  Scott. 

Gulliver's  Travels,  Swift. 

Vaniety  Fair,  Thackeray. 

Henry  Esmond,  Thackeray. 

Cloister  and  Hearth  Reade. 

Scottish  Chiefs,  Porter. 

Hypatia  Kingsley. 

Soldiers  Three,  Kipling. 

Kidnapped,  Stevenson 

The  Talisman,  Scott. 

The  Emperor,  Ebers. 

Shoenberg  Cotta  Family,  


ESSAYS,  ETC. 


Autocrat  of  the  Breakfast  Table,.  .Holmes. 

Sketch  Book  Irving. 

Essay  on  Milton  Macaulay 

Being  a  Boy,  Warner. 

Birds  and  Bees,   Burroughs. 


Essay  on  Burns,  Carlyle. 

Earth  and  Man,  Guyot 

The  Book  of  the  Ocean  Ingersoll 

Sir  Roger  de  Coverley  Papers,  Addison. 


*The  State  Board  of  Education 
tional  titles. 

A  Friend  of  Caesar  

Chivalric  Days  

2000  Years  Ago  

Three  Greek  Children  

The  Little  Duke  

Prince  and  Page  

Men  of  Iron  

Prince  and  the  Pauper  

Hereward  the  Wake  

Rob  Roy  

French  and  English  

Richard  Carvel  

Boy  Emigrants.  


add  to  this  list  the  following  addi- 

Yankee  Ships  and  Yankee  Sailors  

Doughters  of  the  Revolution  

Boys  of  Old  Monmouth  

Rock  of  the  Lion  

Loyal  Traitor  

For  King  or  Country  

Commodore  Bainbridge  

Battle  of  New  York  

Midshipman  Farragut  

Hero  of  Erie  

Blockaded  Family  

Twenty  Years  at  Sea  


88 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Evangeline,  Longfellow. 

Vision  of  Sir  Launfal,  Lowell. 

Selected  Poems,  Burns. 

Childe  Harold,  Byron. 

Ancient  Mariner,  Coleridge. 

Elegy  in  a  Country  Cliurcliyard,  Gray. 

Lays  of  Ancient  Rome  Macaulay. 

Lycidas  Milton. 

L' Allegro,  Milton. 

II  Penseroso,  Milton. 


Snow  Bound,  Whittier. 

Ten  I  on  the  Beacli,  WUttier. 

Lady  of  the  Lake  Scott. 

Marmion,  Scott. 

Merchant  of  Vtnice,  Shakespeare. 

Julius  Caesar,  Shakespeare. 

Macbeth,  Shakespeare. 

As  You  Like  It,  '  Shakespeare. 

Princess,  ,  Tennyson. 

Idylls  of  the  King,   Tennyson. 


MISCELLANEOUS. 


The  Gold  Bug  and  other  Tales,  Poe. 

Stories  from  Homer  Church. 

Stories  from  Virgil  Church. 

Prose  Translation  of  Odyssey, 

 Butcher  and  Lang. 

Classic  Myths  in  English  Literature, 

 Gayley. 

Old  Times  in  the  Mississippi  —  M.  Twain. 
Curious  Myths  of  the  Middle  Ages, 

 Baring-Gould. 

Two  Years  before  the  Mast,  Dana. 

Wonder  Book,  Hawthorne. 

Tanglewood  Tales,  Hawthorne. 

The  Story  of  Primitive  Man  Clodd. 

How  Marcus  Whitman  Saved  Oregon 

 Nixon 

Stories  from  Herodotus  Church. 


The  Stories  of  the  Plants,  Grant  Allen. 

Homer  (Princes  of  Literature),.  .Gladstone. 

Books  and  Reading  Porter. 

The  Story  of  the  Cowboy  Hough. 

(Story  of  the  West  series). 
The  Story  of  the  Mine  Shinn. 

(Story  of  the  West  series). 
The  Story  of  the  Indian,  Grinnel. 

(Story  of  the  West  series). 
The  Story  of  the  Railroad,  Warman. 

(Story  of  the  West  series). 

Citizen  Bird,  Wright  and  Jones. 

Jungle  Books,  2  vols.,  Kipling. 

Brave  Little  Holland  and  What 

She  Taught  Us,  Griffis. 

Society  in  Rome  under  the  C^sars  Inge 


BIOGRAPHY. 


Autobiography  Franklin. 

Life  of  Nelson,  Southey. 

Caesar ;  a  Sketch,  Froude. 

Hero  Tales  from  American  History, 

 Lodge  and  Roosevelt 

Christopher  Columbus,  C.  K.  Adams. 

(From  Heroes  of  the  National  series). 
Nelson  and  the  Naval  Supremacy 

of  England,   W.  Clark  Russell. 

Pericles  and  the  Golden  Age  of 

Athens,  C.  R.  L.  Fletcher. 

Theodoric  the  Goth,  the  Barbarian 

Champion  of  Civilization,  Hodgkin. 

Julius  Caesar  and  the  Organization 

of  the  Roman  Empire, 
  W.  Ward  Fowler. 


Napoleon,  Warrior  and  Ruler; 

and  the  Military  Supremacy  of 

Revolutionary  France, 

 W.  O'Connor  Morris. 

Jeanne  d'Arc,  the  Maid  of  France, 

 Mrs.  Oliphant. 

George  Washington;  an  Historical 

Biography,  Scudder. 

Lives  of  Eminent  Men,  Plutarch 

(Makers  of  America  series). 
Oglethorpe  and  the  Founding  of  the 

Georgia  Colony,  Bruce- 
Alexander  Hamilton,  W.  G.  Sumner. 

Robert  Morris,  W.  G.  Sumner. 

Thomas  Jefferson  Schouler. 

Robert  Burns,  Carlyle. 


Speech  on  Conciliation, — 
First  Bunker  Hill  Oration, . 


SPEECH. 

. . .  Burke.   Reply  to  Hayne  Webster. 

.  Webster.   Gettysburg  Speech,  Lincoln. 


TRAVEL,  DESCRIPTION 

Alhambra,  Irving. 

Views  Afoot,  Taylor. 

Tales  of  a  Traveler,  Irving. 


From  Lakes  of  Killarney  to  the 

Golden  Horn,  H.  M.  Field. 

From  Egypt  to  Japan  H.  M.  Field. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


89 


BBFERENCE  BOOKS. 

Webster's  International  Dictionary  ■  Merriana  &  Co  ?10  00 

Chamber's  Encyclopaedia.   Last  edition  Lippincott   30  00 

Rand-McNally's  Indexed  Atlas  of  the  World   18  50 

Bartlett's  Familiar  Quotations  Little,  Brown  &  Co   3  00 

Hoyt  and  Ward's  Cyclopaedia  of  Quotations  Funk  &  Wagnalls   5  00 

Cbamplin's  Young  Folks'  Cyclopsedia  of  Common 

Things  Holt   2  50 

Champlin's  Young  Folks'  Cyclopasdia  of  Persons 

and  Places  Holt   2  50 

Gaye's  The  World's  Great  Farm  Macmillan   1  50 

Haydn's  Dictionary  of  Dates  Putnam   6  00 

Wheeler's  Familiar  Allusions  H.  M.  &  Co.,   2  00 

Wheeler's  Who  Wrote  It '?  Lee  &  Shepard   2  00 

Soule's  Synonyms  Lippincott   2  25 

Gayley's  Classic  Myths  Ginn  &  Co   1  50 

Bulflnch's  Age  of  Fable  Lee  &  Shepard   2  50 

Lippincott's  Gazetteer   12  00 

Baldwin's  The  Book  Lover  McClurg   1  00 

Crabb's  English  Synonyms  Harper  Bros   1  25 

Peck's  Dictionary  of  Classical  Literature  Harper  Bros   8  00 

Bent's  Familiar  Short  Sayings  of  Great  Men,  H.  M.  &  Co   2  00 

Matson's  References  for  Literary  Workers  McClurg   2  50 

Brewer's  Reader's  Handbook  Lippincott   3  50 

Brewer' s  Historic  Note-Book  Lippincott   3  50 

Brewer's  Dictionary  of  Phrase  and  Fable  Lippincott   3  60 

Edwards's  Words,  Facts  and  Phrases  Lippincott   2  50 

Lossing's  Cyclopasdia  of  United  States  History  Harper  Bros  10  90 

Lalor's  Cyclopedia  of  Political  Science,  Political 

Economy,  and  Political  History  Rand,  McNally  &  Co  

Larned's  History  for  Ready  Reference.   5  vols  Nichols     25  00 

Johnson's  Cyclopaedia.   8  vols  Appleton   48  00 

Appleton's  American  Biography.   6  vols  Appleton   30  00 

International  Cyclopaedia.   15  vols  Dodd,  Mead  &  Co   56  00 


The  State  Board  of  Education  recommend  Webster's  dictionaries 
offered  at  the  following-  retail  prices: 


Pocket  edition   cloth,   $  59 

Pocket  edition   leather.  69 

Common  School   72 

High  School   98 

Condensed   1  44 

Academic     1  50 

Counting  House   2  40 

Collegiate   cloth,      2  70 

Collegiate   sheep,     3  60 

International   sheep.    10  00 

International,  indexed   sheep,   10  75 


90 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


BOOKS   FOR   THE  TEACHER. 

NATURE  AND  SCIENCE. 

The  Plan  Book— Autumn  A,  Flanagan. 

The  Plan  Book— Winter  A.  Flanagan. 

The  Plan  Book— Spring  A.  Flanagan. 

Geographical  Spice  A.  Flanagan. 

Great  American  Industries— 2  Vols  A.  Flanagan. 

Lessons  in  Nature  Study— manual  for  grammar  grades. . . .  Whitaker  &  Ray. 

Elementary  Botany— West  Coast  Whitaker  &  Ray. 

Reproduction  of  Geographical  Forms  D.  C.  Heath  &  Co. 

Direction  for  Teaching  Geology  D.  C.  Heath  &  Co. 

Teacher's  Manual  of  Geography  D.  C.  Heath  &  Co. 

Lessons  in  the  New  Geography,  D.  C.  Heath  &  Co. 

First  Book  in  Geology  D.  C.  Heath  &  Co. 

Suggestions  for  Teaching  Geography  Public  School  Publishing  Co. 

Special  Method  in  Geography  Public  School  Publishing  Co. 

Special  Method  in  Science  Public  School  Publishing  Co. 

Methods  in  Geography  Eilucational  Publishing  Co. 

Methods  in  Natural  History  Educational  Publishing  Co. 

Science  Ladders— 3  Vols.   Educational  Publishing  Co. 

First  Steps  in  Scientific  Knowledge  J.  B.  Lippincott  &  Co. 

Wilson's  Manual  of  Nature  Study  The  Macmillan  Company. 

Lange's  Nature  Study  The  Macmillan  Company. 

Murche's  Object  Lessons  in  Elementary  Science— 5  Vols..  .The  Macmillan  Company. 

The  Teaching  of  Geography  The  Macmillan  Company. 

King's  Methods  and  Aims  in  Geography  Lee  &  Shepard. 

Life  on  Puget  Sound  Lee  &  Shepard. 

Augsburg's  Easy  Drawings  for  Geography  Class  Educational  Publishing  Co. 

Tilden's  Commercial  Geography  Leach,  Shewell  &  Sanborn. 

HISTORY  AND  CIVICS. 

Rice's  Course  of  Study  in  History  and  Literature  A.  Flanagan. 

Ensign's  Outlines  in  U.  S.  History  A.  Flanagan. 

The  Santa  Rosa  Reproduction  Stories  Wm.  Beverly  Harrison. 

Studies  in  American  History  ,  D.  C.  Heath  &  Company. 

Studies  in  Historical  Methods  D.  C.  Heath  &  Company. 

Kemp's  Outline  of  Method  in  History  Inland  Publishing  Company. 

Mace's  Method  in  History  Ginn  &  Co. 

American  History  by  the  Library  Method  Lee  &  Shepard. 

Topical  Studies  in  American  History   The  Macmillan  Company. 

The  Study  of  History  in  Schools  (Report  of  the  Committee 

of  Seven)  The  Macmillan  Company. 

Historical  Geography  of  the  United  States  Silver,  Burdett  &  Company. 

Hirtorical  Charts  of  the  United  States  Silver,  Burdett  &  Company. 

Civil  Government  Simplified  Whitaker  &  Ray  Company. 

Wright's  Civil  Government  Crane  &  Company. 

Peterman's  Elements  of  Civil  Government  American  Book  Company. 

McCleary's  Studies  in  Civics  American  Book  Company. 

Rights  and  Duties  of  American  Citizenship  American  Book  Company. 

Source  Book  of  American  History  The  Macmillan  Com^iany. 

LANGUAGE  AND  LITERATURE. 

{Grammar  Grades). 

Studies  in  Nature  and  Language  Lessons  D.  C.  Heath  &  Co. 

The  Problem  of  Elementary  Composition  ...  D.  C.  Heath  &  Co. 

Phillips'  Literature  and  History  in  the  Grammar  grades..  .D.  C.  Heath  &  Co. 


COURSE  OF  STUDY   FOli  COMMON  SCHOOLS. 


91 


Letters  from  Queer  and  other  Folk— 2  Vols  The  Macmlllan  Company. 

Teachers'  Manual  for  same  The  Macmillan  Company. 

Poetry  for  the  Seasons   Silver,  Burdette  &  Co, 

Special  Method  in  Literature  and  History  Public  School  Publishing  Co. 

The  Evangeline  Book  A  Flanagan. 

Evangeline,  with  Notes  and  Plan  of  Study   A.  Flanagan. 

An  Aid  in  the  study  and  teaching  of  Lady  of  the  Lake, 

Evangeline,  and  Merchant  of  Venice  The  Whitaker  &  Ray  Co. 

COMPOSITION,  RHETORIC  AND  LITERATURE. 

{High  School  Grades.) 

Principles  of  Composition  D.  C.  Heath  &  Co. 

Meiklejohn's  English  Grammar  D.  C.  Heath  &  Co. 

Meiklejohn's  English  Literature  D.  C.  Heath  &  Co. 

Helps  in  the  Use  of  Good  English  Raub  &  Co. 

Reading  Courses  in  American  Literature  Silver,  Burdett  &  Co. 

Reading  and  Questions  in  English  Literature  The  Macmillan  Co. 

Development  of  English  Literature  and  Language  Scott,  Foresman  &  Co. 

English  Classic  Publications  *Scott,  Foresman  &  Co. 

English  Classic  Publications  The  American  Book  Co. 

English  Classic  Publications  D.  C.  Heath  &  Co. 

English  Classic  Publications  The  Macmillan  Company. 

English  Classic  Publications  Silver,  Burdett  &  Co. 

English  Classic  Publications  Ainsworth  &  Company 

English  Classic  Publications  Educational  Publication  Co. 

English  Classic  Publications  Houghton,  Mifflin  &  Co. 

English  Classic  Publications  Maynard,  Merrill  &  Co. 

English  Classic  Publications  The  Globe  Book  Company. 

English  Classic  Publications   The  Orville  Brewer  Pub.  Co. 

*These  classics  are  edited  with  reference  to  Herrick  &  Damon's  Rhetoric. 

PEDAGOGY,  PSYCHOLOGY  AND  ETHICS. 

The  Theory  of  Educational  Sloyd  Silver,  Burdett  &  Company. 

General  Method  Public  School  Pub.  Company 

Method  of  the  Recitation  Public  School  Pub.  Company- 

Waymarks  for  Teachers  Silver,  Burdett  &  Company 

Applied  Psychology  Education  Pub.  Company. 

Manual  of  Pedagogics  Silver,  Burdett  &  Company. 

Gordy's  Psychology  Hinds  &  Noble. 

Heath's  Pedagogical  Library  D.  C.  Heath  &  Company. 

International  Education  Series  D.  Appleton  &  Company. 

Gow's  Morals  and  Manners  Amei-ican  Book  Company. 

White's  School  Management   .American  Book  Company. 

Psychology  and  Education— Roark  American  Book  Company. 

Psychology  and  Psychic  Culture— Halleck  American  Book  Company. 

School  Interests  and  Duties— King  American  Book  Company. 

Primary  Methods— Hailmann  American  Book  Company. 

School  Recreations  and  Amusements— Mann   American  Book  Company. 

Theory  and  Practice  of  Teaching  American  Book  Company. 

Life  and  "Works  of  Comenius— Laurie  C.  W.  Bardeen. 

Froebel's  Autobiography  C.  W.  Bardeen. 

Mistakes  in  Teaching— Hughes   .C.  W.  Bardeen. 

The  Art  of  Putting  Questions— Young  C.  W.  Bardeen. 

In  the  Child  World— Poulson  

Nursery  Finger  Plays— Poulson    

Nursery  Stories  and  Rhymes— Poulson  

Child's  Christ  Tales— Hofer  


92 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Stories  and  Morning  Talks— Wiltse  , 

Myths  and  Mother  Plays— Wiltse  

Froebel's  Educational  Laws— Hughes  

Symbolic  Education— Blow  

CURRENT  PUBLICATIONS. 


American  Primary  Teacher  Boston,  Mass. 

American  School  Board  Journal  Milwaukee,  Wis. 

American  Journal  of  Education  St.  Louis,  Mo. 

Bird-Lore  N.  Y.  City. 

Canadian  Teacher  Toronto,'  Canada. 

Child-Study  Monthly   .Chicago,  111. 

Current  Literature  N.  Y.  City. 

Education  Boston  Mass. 

Educational  Review  N.  Y.  City. 

Inland  Educator  Terre  Haute.  Ind. 

Kindergarten  Review  Springfield.  Mass. 

Learning  by  Doing  Battle  Creek,  Mich. 

Literary  Digest  N.  Y.  City. 

New  England  Journal  of  Education  Boston  Mass. 

Michigan  Moderator    Lansing,  Mich. 

Nature  and  Art  Chicago,  111. 

News  and  Practical  Educator  Taylorville,  111. 

Ohio  Educational  Monthly  Columbus,  Ohio. 

Outlook  N.  Y.  City. 

Popular  Educator  Boston.  Mass. 

Primary  Education  Boston,  Mass. 

Primary  School    N.  Y.  City. 

Review  of  Reviews  N.  Y.  City. 

School  and  Home  Education  Bloomington,  111. 

School  Bulletin  Syracuse.  N.  Y. 

School  Education  Minneapolis,  Minn. 

School  Journal  N.  Y.  City. 

School  Review  Chicago,  111. 

The  Perry  Magazine  Maiden,  Mass. 

Teacher's  Institute  N.  Y.  City. 

Teacher's  World  N.  Y.  City. 

Western  Journal  of  Education  San  Francisco.  Cal. 

Western  School  Journal  Topeka  kansas. 

Western  Teacher  Milwaukee,  Wis. 

Wisconsin  Journal  of  Education,  Madison,  Wis. 

Northwest  School  Journal  Ellensburg,  Wash. 

N.  W.  Journal  of  Education  Seattle,  Wash. 


ADDRESS  OF  PUBLISHERS. 

Before  ordering  books  for  a  district  library,  the  teacher  or 
school  directors  should  write  for  catalogues  to  the  prominent 
publishers,  and  make  a  careful  selection  of  books  for  general  use, 
as  well  as  of  books  prepared  specially  for  the  grades. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


93 


The  following  list  includes  the  best  known  publishers  of  our 
country. 


A  B  Co  American  Book  Co.,  Chicago 

A,  Fl    A.  Flanagan,  Chicago. 

A.  &  Co  D-  Appleton  &  Co.,  Chicago 

A.  L.  B  A.  L.  Burt,  New  Yorli  City. 

A.  S.  B.  &  Co  A.  S.  Barnes  &  Co.,  New  York  City. 

B.  Co  Milton  Bradley  Co.,  Springfield,  Mass. 

C.  Co  The  Century  Co.,  New  York  City. 

C.  P.  Co  Cassell  Pub.  Co.,  New  York  City. 

C  &  Co  Crane  &  Co.,  Topeka. 

Cr.  &  Co  T.  Y.  Crowell  &  Co.,  New  York  City. 

C.  W.  B  C.  W.  Bardeen,  Syracuse,  N.  Y. 

C.  M.  P  C.  M.  Parker,  Taylorville,  111. 

D.  ,  H.  &  Co  Donahue,  Henneberry  &  Co.,  Chicago. 

D.  ,  M.  &  Co  Dodd,  Mead  &  Co..  Chicago. 

E.  &  L  Estes  &  Lauriat,  Boston. 

E.  P.  Co  Educational  Pub.  Co.,  Chicago. 

G.  &  Co  Ginn  &  Co.,  Chicago. 

G.  B.  Co  Globe  Book  Co.,  New  York  City. 

H.  ,  M.  &  Co  Houghton,  Mifflin  &  Co.,  Chicago. 

H.  &  Bros  Harper  &  Bros.,  Chicago. 

H.  &  N  Hinds  &  Noble,  N.  Y.  City. 

H.  &  Co  D.  C.  Heath  &  Co.,  Chicago. 

H.  R.  P  H.  R.  Pattengill,  Lansing,  Mich. 

H.  T.  C.  &  Co  H.  T.  Coates  &  Co.,  Philadelphia,  Pa. 

I.  ,  B.  &  Co  Ivison,  Blakeman  &  Co.,  Chicago. 

J.  &  Co  George  W.  Jacobs  &  Co. ,  Philadelphia,  Pa. 

L.  Co  D.  Lothrop  Co.,  Boston. 

L.,  G.  &  Co   .Longman,  Green  &  Co.,  New  York  City. 

L.,  S.  &  S..  Leach.  Shewell  &  Sanborn,  Chicago. 

L.  &  S  Lee  &  Shephard,  Boston. 

Macm.  Co  The  Macmillan  Co.,  Chicago. 

McC.  &  Co  A.  C.  McClurg  &  Co.,  Chicago. 

M.  Co.  The  Morse  Co.,  Chicago. 

M.  Bros  March  Bros.,  Lebanon,  Ohio. 

M.,  M.  &  Co  Maynard,  Merrill  &  Co.,  Chicago. 

O.  B.  P.  Co  Orville  Brewer  Pub.  Co.,  Chicago 

P.  Sons  G.  P.  Putnam's  Sons,  New  York  City. 

Penn.  Co  Penn.  Pub.  Co.,  Philadelphia,  Pa. 

P.  E.  Co  Prang  Ed.  Co.,  Chicago. 

P.  S.  P.  Co  Public  School  Pub.  Co.,  Bloomington,  HI. 

R.  Bros  Roberts  Bros.,  Boston. 

R.  &  M  Rand  &  McNally,  Chicago. 

S.,  B.  &  Co  Silver,  Burdett  &  Co.,  Chicaso. 

S.  Sons  Chas.  Scribner's  Sons,  Chicago. 

U.  P.  Co  University  Pub.  Co.,  New  York  City. 

W.  Co  The  Werner  School  Book  Co.,  Chicago. 

W.  &  R.  Co  Whitaker  &  Ray  Co.,  San  Francisco. 

W.  P.  Co  Westland  Publishing  Co.,  Olympia,  Wash. 


Drawing,  clay 
modeling,  paper 
cutting,  and  pic- 
ture study. 

Same  as 
before. 

Same  as 
before. 

Same  as 
before. 

Drawing  and 
picture  study. 

Drawing  and 
picture  study. 

Drawing  and 
picture  study. 

Drawing  and 
picture  study 

Writing. 

Natural  Sys- 
tem, book  I. 

Natural  Sys- 
tem, book  II. 

Natural  Sys- 
tem, book  III. 

Natural  Sys- 
tem, book  IV. 

St.  John's 
Writing 
Tablet 

St.  John's 
Writing 
Tablet. 

St.  John's 
Writing 
Tablet. 

St.  John's 
Writing 
Tablet. 

Language: 

With  other  subjects. 
Daily  drill  in  written 
expressions.  Memo- 
rize selections. 

With  other  subjects. 
Daily  drill  in  written 
expressions.  Memo- 
rize selections. 

With  other  subjects. 
Daily  drill  in  written 
expressions.  Memo- 
rize selections. 

Adopted  text  to  page 
75.   Memorizing  se- 
lections, compositions 
and  recitations. 

Adopted  text  com- 
pleted. Memorize  se- 
lections, compositions 
and  recitations. 

One  Book  Course, 
to  page  151. 

One  Book  Course, 
to  page  237. 

One  Book  Course, 
completed. 

Optional. 
Taught 
with  other 
subjects. 

Optional. 
Taught 
with  other 
subjects. 

Optional. 
Taught 
with  other 
subjects. 

Graded 
Speller, 
part  I. 

Graded 
Speller, 
part  II. 

Graded 
Speller, 
part  III. 

Graded 
Speller, 
part  IV. 

Graded 
Speller, 
part  V. 

Heading. 

The  adopted 
text,  with  sup- 
plementary 
work. 

The  adopted 
text,  with  sup- 
plementary 
work. 

The  adopted 
text,  with  sup- 
plementary 
work. 

The  adopted 
text,  wit  h  sup- 
plementary 
work. 

The  adopted 
text,  with  sup- 
plementary 
work. 

The  adopted 
text,  with  sup- 
plementary 
work. 

Optional.  Eng- 
lish classics, 
history,  etc. 

Optional,  Clas- 
sics, history, 
science,  etc. 

Arithmetic. 

Optional. 

Optional. 

Walsh's  Pri- 
mary Arithme- 
tic in  hands 
of  teacher. 

Walsh's  Pri- 
mary Arith- 
metic. 

Walsh's  Gram- 
mar School 
Arithmetic,  to 
chapter  viii. 

Walsh's  Gram- 
mar School 

Arithmetic,  to 
chapter  x. 

Walsh's  Gram- 
mar School 
Arithmetic,  to 
chapter  xiii.* 

Walsh's  Gram- 
mar School 
Arithmetic, 
finished.  * 

History  and  Civics.  \ 

Oral  instruction  as  1 
per  manual.  j 

Same  as  before,  j 

Story  of  Kablu  and  \ 
Darius,  as  per  man- 

Story  of  Cleon  the 
Greek  boy,  as  per 
manual. 

Story  of  Horatius, 
the  Roman  boy,  as 
per  manual.  Mowry's 

Primary  History. 

Story  of  Wulf,  Gil- 
bert, etc..  as  per  man- 
ual.   Civics,  "Why 
We  Vote." 

 —  . 

U.   S.   History,  to 
the  constitutional 
period. 

U.  S.  History,  com-  I 
pleted,   and  Dole's  l| 
American  Citizen.  | 

Nature  and 
Science. 

Oral  in- 
struction 

as  per 
manual. 

Same  as 
before. 

Same  as 
before. 

Same  as 
before. 

Text  in 
geography. 

Text  in 
geography. 

Text  in 
hygiene. 

Optional. 

Grade. 

MRST. 

SECOND. 

THIRD. 

FOURTH. 

FIFTH. 

SIXTH. 

> 

oo 

EIGHTH. 

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BOOKS   REQUIRED   FOR   EACH   SCHOOL  YEAR. 

[Primary  and  Grammar  Grades.) 

Retail  Price 
First  Year.  to  Pupil. 

Lig^hts  to  Literature,  Book  I  $  23 

Natural  System  of  Writing,  Book  I    —  06 

Pencil,  pen,  ink  and  tablet  or  practice  paper  

Second  Year. 

Lights  to  Literature,  Book  II   35 

Natural  System  of  Writing,  Book  II   06 

Pencil,  pen,  ink  and  tablet  or  practice  paper  

Third  Year. 

New  Century  Reader,  Book  III   22 

Natural  System  of  Writing,  Book  III   06 

Pencil,  pen,  ink  and  tablet  or  practice  paper  

Fourth  Year. 

Graded  Spelling  Book   20 

New  Century  Reader,  Book  IV   22 

Natural  System  of  Writing,  Book  IV   06 

Primary  Arithmetic   80 

Elementary  Lessons  in  English   35 

Pencil,  pen,  ink  and  tablet  or  practice  paper  

Fifth  Year. 

Graded  Spelling  Book   20 

New  Century  Reader,  Book  V   30 

St.  John's  Analytic  Writing  Tablet   10 

Grammar  School  Arithmetic   65 

Or  Part  I  of  the  same   30 

Elementary  Lessons  in  English   35 

New  Pacific  Geography   80 

Mowry's  Primary  History   60 

Sixth  Year. 

Graded  Spelling  Book   20 

New  Century  Reader,  Book  VI   30 

St.  John's  Analytic  Tablet    10 

Grammar  School  Arithmetic     65 

Or  Part  I  of  the  same   30 

One  Book  Course  in  English   60 

New  Pacific  Geography   80 

Elementary  Civics— "Why  We  Vote  "   50 


96 


COURSE  OP  STUDY  FOR  COMMON  SCHOOLS. 


Seventh  Year. 

Graded  Spelling  Book   20 

St.  John's  Analytic  Writing  Tablet   10 

Grammar  School  Arithmetic   65 

Or  Part  II  of  the  same   45 

One  Book  Course  in  English                                                     . .  60 

Graded  Lessons  in  Hygiene   75 

New  Era  U.  S.  History   80 

Eig::th  Year. 

Graded  Spellu^j  Book   20 

St.  John's  Analytic  Writing  Tablet   10 

Grammar  School  Arithmetic   65 

Or  Part  II  of  the  same   45 

One  Book  Course  in  English   60 

New  Era  U.  S.  History   80 

Dole's  American  Citizen   80 


SUGGESTED  PROGRAM. 

FOR  RURAL  DISTRICT,  ONE  ROOM  SCHOOL. 

9:00— Opening  exercises,  experiments,  oral  history,  music,  etc. 
9:20 — First  year  reading,  language,  spelling,  etc. 
9:80 — Second  year  reading,  language,  spelling,  etc. 
•9:40 — Arithmetic,  all  grades  above  the  second. 
10:30— Recess. 

10:40— First  and  second  year  reading,  language,  spelling,  etc. 

11:00 — Sixth  year  reading. 

11:15 — Fifth  year  reading. 

11:30 — Fourth  year  reading. 

11:45 — Third  year  reading. 

12:00— Noon. 

1:00 — First  and  second  year  numbers. 
1:15 — Grammar  and  languages,  all  classes. 
2:05 — Writing. 
2:20— Geography. 
2:40— Recess. 

2:50 — Physiology  and  hygiene. 
3:05 — History  and  Civics. 
3:25— Spelling,  all  classes. 
3:55 — General  exercise. 
4:00— Dismissal. 

The  following  may  be  used  more  readily  by  some  schools: 
9:00 — Opening  exercises. 
9:05— First  grade  reading. 
9:15 — Second  grade  reading. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


97 


9:25 — Eighth  and  seventh  grades  arithmetic. 
9:45 — Sixth  and  fifth  grades  arithmetic. 
10:05 — Fourth  and  third  grades  arithmetic. 
10:20— Writing. 
10:30— Recess. 

10:45 — First  grade  numbers. 

10:55 — Second  grade  numbers. 

11:05 — Sixth  grade  reading. 

11:15 — Fifth  grade  reading. 

11:30 — Fourth  grade  reading. 

11:45 — Third  grade  reading. 

12:00— Noon.  ^ 

P.  M. 

1:00 — Opening  exercises. 

1:05 — First  grade  reading,  etc. 

1:15 — Second  grade  reading,  etc. 

1:25 — Grammar. 

1 :45 — Grammar. 

2:00 — Language. 

2:15— History. 

2:30 — Recess. 

2:45 — Hygiene. 

3:00— Geography. 

3:20— Eighth  grade  study 

3:40— Spelling. 

3:50— Spelling. 

4:00 — Dismiss. 


—7 


98 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


COURSE  OF  STUDY  FOR  HIGH  SCHOOLS. 


FIRST  YEAR. 


ENGLISH  COURSE. 


Algebra   *■! 

Physical  Geography   4 

Studies  in  Literature   4 

Option   5 

Drawing,  Music,  or  Rhetorical 

and  Parliamentary  Ex   3 

Algebra   4 

Physical  Geography  and  Review 

of  Political  Geography   4 

Studies  in  Literature   4 

Option   5 

Drawing,  Music,  or  Rhetorical 

and  Parliameniary  Ex   3 


SCIENTIFIC 
COURSE. 


Same  as 
English 
Course. 


CLASSICAL 
COURSE. 


Substitute 
Latin  for 
option  in 
English 
Course. 


BUSINESS! ' 
COURSE. 


Substitute 
Stenography 
and  Penman- 
ship for 
option. 


Stenography 
and  Type- 
writing. 


SECOND  YEAR. 


Plane  Geometry   4 

Rhetoric  and  English  Classics. .  4 

European  History   4 

Option   5 

Drawing,  Music  and  Rhetorical 

and  Parliamentary  Ex   3 

Plane  Geometry   4 

Rhetoric  and  English  Classics. .  4 

European  History   4 

Option   5 

Drawing.  Music,  or  Rhetorical 

and  Parliamentary  Ex   3 


Substitute 
Botany  or 
Zoology  or 
both  for 
option  in 
English 
Course. 


Substitute 
Latin  for 
option  in 
English 
Course. 


Substitute 
Stenography 

and  Type- 
writing for 
option. 


THIRD  YEAR. 


Advanced  Algebra   4 

Rhetoric  and  English  Classics. .  4 

English  History  and  Literature.  4 

Option   5 

Miscellaneous   3 


Higher  Arithmetic   5 

Rhetoric  and  English  Classics. .  4 

English  History  and  Literature,  4 

Option   5 

Miscellaneous   2 


Substitute 
Physics  for 
option  in 
English 
Course,  and  a 
Modern  Lan- 
guage for 
English 
History  and 
Literature. 


Substitute 
Latin  for 
option  and 
Greek  or  Mod- 
ern Language 

for  United 
States  History 

and  Civil 
Government. 


Substitute 
Bookkeeping 
for  option. 


FOURTH  YEAR. 


Solid  Geometry  or  Option   4 

United  States  History   4 

Political  Economy   4 

Physiology  and  Anatomy   5 

Miscellaneous   2 

Civil  Government   4 

Political  economy   4 

Psychology    4 

Review   5 

Miscellaneous   2 


Substitute 
Chemistry  for 
Physiology 
and  Psychol- 
ogy in  English 
Course,  and  a 
Modern  Lan- 
guage for 
Political 
Economy. 


Substitute 
Latin  for 
Physiology 

and  Psychol- 
ogy, and 
Greek  or 

Modern  Lan- 
guage for 
Political 
Economy. 


Substitute 
Business 
Forms' 
and  Customs. 


Substitute 
Commercial 
Law. 


*  Recitations  per  week,  of  not  less  than  forty  minutes  each  period.  A  full  year's 
work  shall  consist  of  not  less  than  thirty-six  weeks  of  twenty  periods  each,  or  720  reci- 
tations. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


99 


Texts  in  physics,  chemistry,  botany,  zoology,  political  econ- 
omy, and  psychology,  are  left  to  the  option  of  the  districts,  be- 
cause of  the  diversity  of  equipment  for  laboratory  and  library 
work.  The  Board  of  Higher  Education  will  pass  upon  the  w^ork 
of  each  high  school  in  placing  it  upon  the  accredited  list  for  en- 
trance to  the  state  institutions. 


COURSE  IN  ENGLISH. 

NINTH  YEAR. 

Require  Skiiiiier's  "Studies  in  Literature,"  with  com- 
position and  essays. 

TENTH  YEAR. 

Text,  Herrick  and  Damon's "  Composition  and  Rhetoric" 
for  schools,  part  I. 

Classics  to  be  read,"  The  Last  of  the  Mohicans,"  ''The 
House  of  the  Seven  Gables,"  ''Vision  of  Sir  Launfal. " 

See  "Suggested  Course  of  Study,"  by  Scott,  Foresman  & 
Co.,  in  which  page  references  are  to  the  Lake  edition  of  the 
book  under  consideration,  and  cross  references  are  made  to  the 
Rhetoric. 

ELEVENTH  YEAR. 

Text,  part  II  of  the  Ehetoric. 

Classics  to  be  read,  "  Ivanhoe,"  "  Merchant  of  Venice," 
^'Homer's  Iliad,"  Books  I,  VI,  XXII,  XXIV;  "Milton  and 
Addison."    See  "Suggested  Course  of  Study." 

A  text  in  English  Literature.  See  "Suggested  Course  of 
Study,"  pages  26-32. 

Each  High  School  should  purchase  for  the  library  one  or 
more  copies  of  the  classics  to  be  read  in  the  English  course. 

TWELFTH  YEAR. 

The  work  of  the  previous  year  may  be  continued.  See 
"  Suggested  Course  in  English." 

For  the  purpose  of  indicating  more  fully  the  manner  in  which 
the  teaching  of  English  should  be  done,  the  following  detailed 
questions  and  directions  for  the  study  of  Sir  Launfal  are  taken 
from  the  Tacoma  Manual  of  Instruction: 


100 


COURSE  OF   STUDY  FOR  COMMON  SCHOOLS. 


Questions  and  Directions  for  the  Study  of  Sir  Launfal. 

Read  the  poem  for  the  purpose  of  telling-  the  story. 
What  is  its  underlying  thought? 

In  the  message  it  brings  from  the  poet  to  the  world? 

What  is  the  passage  in  which  it  is  most  plainly  stated? 

Where  is  it  implied  in  the  prelude  to  part  I? 

What  has  the  description  of  the  organist  to  do  with  the  poems? 

Why  build  a  bridge? 

Why  from  dreamland? 

Is  this  true  musically? 

W^hat  are  the  auroral  ilashes? 

Name  the  figures  in  the  passage. 

Why  speak  of  the  heaven  around  our  infancy? 

W^hat  is  the  allusion  to  Sinai? 

Why  introduced  here? 

At  what  time  was  the  poem  written? 

What  does  he  mean  by  cringing  and  plotting? 

Is  there  any  national  sin  to  which  he  alludes? 

What  rebuke  does  he  mention  in  the  next  stanza?    Explain  each. 

Why  the  Druid  wood? 

What  is  the  thought  of  the  next  stanza? 

What  connection  has  it  with  the  thought  of  this  poem? 

What  contrast  of  feeling  in  the  poet's  mind  is  indicated  in  his 
manner  of  treatment? 

These  three  stanzas  form  what  part  of  the  introduction? 

Is  the  first  stanza  more  or  less  general  in  comparison  with  these 
three? 

The  description  of  the  day  in  June  has  what  value  in  the  poem? 
What  is  the  general  tone  of  the  poem?  Why  should  it  have  that  tone 
here?  This  is  June  where?  What  is  the  comparison  in  over  it  soft- 
ly her  warm  ear  lays?-'  What  picture  does  it  suggest?  What  is  the 
figure  in  the  clod,  lines  39-42?  Explain  all  the  thought  in  this  figure. 
What  is  the  meaning  of  startless?  What  is  its  usual  meaning?  The 
description  of  the  bird  has  what  effect?  What  contrast  is  there  in  it? 
What  underlying  truth  is  hinted  at  in  it?  Find  the  definition  of  atilt. 
What  effect  has  the  figure  of  the  tide?  Is  this  effect  of  nature  on  the 
feelings  a  general  one?  What  should  you  think  of  the  authors  sym- 
pathy with  nature  from  this  description?  Name  the  messenger  of 
spring.  How  does  the  breeze  tell?  Is  the  comparison  of  the  river 
and  sky  a  true  one?  What  is  meant  by  the  new  wine  of  the  year? 
What  in  the  story  is  anticipated  in  the  suggestion  that  it  is  easy  now 
to  be  true?  True  to  what?  What  is  the  effect  of  the  concluding  fig- 
ures of  the  description?    How  does  the  contrast  aid  this  effect? 

Is  Sir  Launfal's  vow  a  recent  or  an  old  one?  How  do  you  know? 
Why  ask  for  his  richest  mail?    What  does  it  imply  of  his  nature  and 


COURSE  OF   STUDY   FOR   COMMON  SCHOOLS. 


101 


feeling-s?  How  is  the  sleeping^  on  the  rushes  consistent  with  his  na- 
ture? TVhat  is  the  figure  in  line  105,  line  107?  What  is  the  impression 
given  by  the  brief  description  in  Stanza  II?  How  is  the  contrast 
with  the  castle  indicated?  What  does  the  churlish  castle  typify? 
What  does  the  summer  typify?  Why?  What  are  the  summer 
pavilions? 

What  is  the  drawbridge?  Why  dropped?  Why  with  a  surly  clang? 
Why  are  just  those  words  used?  What  is  the  meaning  and  derivation 
of  charger?  What  was  meant  by  maiden  knight?  What  is  the  pur- 
pose of  the  comparison  with  the  sun's  shafts?  Find  derivation  of 
lightsome.  What  other  words  have  the  same  suffix?  Is  the  locust 
leaf  off  the  tree  or  still  on  it?  What  does  the  unscarred  imply?  Are 
the  comparisons  in  this  passage  such  as  were  suggested  to  the  young 
knight  in  his  vision,  or  such  as  are  suggested  to  the  poet  in  his  narra- 
tion? What  indicates  it?  Why  does  the  poet  use  gloom  as  a  verb? 
Is  brimmed  more  commonly  used  so?  Describe  the  pitcher  plant's 
cup?    What  is  the  effect  of  the  comparison  here? 

Why  darksome  gate?  Why  leper?  Why  begged  with  his  hand 
and  how?  What  is  the  effect  of  the  sight?  Why?  Should  it  be  so? 
What  does  it  indicate  in  the  heart?  Does  the  poet  intend  it  to  indi- 
cate such  a  feeling?  What  will  show  his  intention?  What  is  the 
thought  in  the  leper's  reply?  Is  it  elsewhere  indicated  in  the  poem? 
Is  it  true?  Why?  What  is  the  thread  of  the  all-sustaining  beauty? 
What  indicates  it?  Why  the  change  in  Part  II?  What  is  the  effect 
of  the  contrast?  Does  the  poet  make  the  winter  wholly  drear?  □  Why 
not?  What  are  the  pleasant  features  in  it?  Xame  the  figures  in  the 
description  of  the  brook.  What  words  in  the  description  indicate 
their  meaning  by  sound?  What  are  the  lashes  of  light^that  trim  the 
stars?  Why  call  them  lashes?  What  figure  in  the  expression  Sum- 
mer delight?  What  is  the  meaning  and  derivation  of  crypt?^How 
does  his  wording  make  the  aisles  seem  long?  What  are  Arabesques, 
and  why  so  called?  What  is  the  figure  in  the  gladness  of  heaven?  " 
What  effect  has  the  close  of  this  description  of  winter?  i  Compare 
the  outdoor  scene  with  the  indoor.  How  are  they  contrasted?  In 
which  is  the  more  motion?  Why?  What  figures  in  lines  211-214? 
What  is  the  effect  of  the  specific  word  in  the  description  of  the  fire? 
Xame  some  of  them.  Is  this  description  more  forcible  or  more  ele- 
gant? Why?  What  do  you  think  of  the  beauty  of  the  figures?  Are 
they  more  beautiful  or  more  forcible? 

Why  does  the  poet  break  a  line  into  lines  227  and  228?  What 
connection  have  the  words  with  the  sound  they  represent?  Why 
does  the  carol  shape  itself  into  the  words  "  shelterless?  "  What  is  the 
most  pathetic  touch  in  the  description?  Compare  the  morning  de- 
scriptions in  Parts  I.  and  II.  What  other  contrast  is  implied?  z Name 
the  figures  in  this  description.    Compare  the  Sir  Launfal  of  the  two 


102  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


parts.  What  indicates  the  outward  difference?  What  the  inward? 
Why  is  the  sign  within  called  the  badge  of  the  suffering  and  the  poor? 
What  does  his  musing  indicate?  What  connection  has  it  with  the 
poem?  How  does  the  poet  make  it  seem  real?  What  are  the  telling 
details  of  the  picture?  Name  the  figures  in  the  description.  What  is 
meant  by  "the  happy  camels  may  reach  the  spring?"  What  is  the 
derivation  of  gruesome?  Why  rain-blanched?  Why  white?  What 
is  the  effect  of  the  description  of  the  leper?  Why  does  the  poet  wish 
to  make  him  loathsome?  What  is  the  difference  in  the  feeling  of  Sir 
Launfal  in  this  part  from  that  in  the  first?  How  is  it  shown?  Is 
there  any  horror  in  the  leper?  Why  not?  What  has  worked  the 
change?  How?  What  is  the  meaning  of  the  leper's  look?  What  is 
its  effect?  Who  remembered?  Why?  Why  was  his  heart  ashes  and 
dust?  How  does  he  show  his  repentance?  Is  it  the  same  leper? 
Why  is  the  food  changed?  Is  it  literal  or  figurative?  What  is  the 
difference  between  this  scene  and  that  in  the  earlier  part?  Why  does 
Sir  Launfal  muse?  What  is  the  meaning  of  what  follows?  What  is 
the  meaning  of  the  pillar?  What  is  the  meaning  of  the  lines  308  and 
309?  Explain  the  similes  in  stanza  VIII.  What  is  their  effect? 
What  is  the  explanation  of  the  strange  appearance?  What  does  it 
mean?  Commit  the  lines  giving  the  main  thought  of  the  poem. 
What  ends  the  vision?  Does  it  seem  to  you  to  be  a  natural  dream? 
Give  your  reasons.  Does  the  poet  mean  to  indicate  that  it  is  merely 
a  dream?    What  is  its  effect? 

What  is  the  stronger  mail?  Why?  What  is  the  sign  of  the  change? 
How  is  the  contrast  emphasized?  Where  does  the  poet  before  allude 
to  the  siege  of  the  castle?  In  what  sense  has  the  serf  command?  Is 
that  right?  Is  the  inward  summer  shown  in  the  outward  life?  Com- 
mit one  of  the  long  descriptions.  What  are  the  leading  qualities  of 
style  in  the  poem?  What  aids  to  elegance  do  you  fiod?  Select  two 
or  three  of  each  and  commit  the  lines  containing  them  to  memory. 
What  is  the  real  lesson  of  the  poem?  How  does  the  opening  of  the 
prelude  indicate  it?  Where  else  does  the  poet  anticipate  it?  Tell 
the  story  of  the  poem  in  writing  making  the  underlying  truth  stand 
out  plainly?  What  are  the  most  attractive  descriptions  in  the  poem? 
Select  the  five  most  beautiful  figures?  What  are  the  most  effective 
contrasts? 

What  are  the  leading  characteristics  of  the  poet  as  seen  in  this 
poem?  What  characteristics  do  you  see  in  the  Biglow  papers?  What 
in  the  Commemoration  Ode?  Commit  to  memory  the  passage  not 
less  than  ten  lines,  in  the  Commemoration  Ode,  which  most  pleases 
you,  and  be  prepared  to  tell  why  it  pleases  you.  What  has  been  the 
influence  of  Lowell  on  the  age,  and  what  is  his  position  in  Literature? 
Read  and  interpret  his  poem  of  Aladdin. 

Write  your  own  comment  on  the  poem  of  Sir  Launfal,  treating  of 
its  character,  style,  and  purpose  and  influence. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


COURSE  IN  SCIENCE. 


PHYSICAL  GEOGRAPHY. 

The  course  in  science  begins  with  the  ninth  year,  during 

which  Tarr's  Physical  Geo^Tapliy,  First  Book,  is  used  as  a 

text.  Constant  reference  should  be  made  to  other  books  and 
periodicals  touching  upon  geography,  geology,  meteorology, 
mineralogy,  and  astronomy. 

BOTANY   AND  ZOOLOGY. 

In  the  tenth  year,  a  full  year  in  botany,  or  a  full  year  m 
zoology,  or  a  given  year  to  both  subjects  together,  will  meet  the 
requirements.     Laboratory  work  is  essential. 

PHYSICS. 

The  study  of  physics  requires  a  full  school  year.  Labora- 
tory work  is  essential. 

CHEMISTRY. 

The  subject  requires  a  full  year.     Laboratory  work  is  essential. 

ANATOMY  AND  PHYSIOLOGY. 

The  first  term  of  the  twelfth  year  is  given  to  this  subject. 
Laboratory  work  required. 

OTHER  SUBJECTS. 

Other  subjects  will  be  studied,  as  indicated  by  the  tabulated 
statement  on  page  ,  and  by  the  adopted  texts. 

Texts  Recommended* 

Bergen's  Botany, 

Setchell's  Beginners'  Botany. 

Spaulding's  Botany. 

Colton's  Zoology. 

Boyer's  Biology. 

Avery's  School  Physics. 

Nichol's  Oi>tlines  of  Physics. 

Carhart  and  Chute's  Physics. 

Colton's  Physiology. 

Blaisdell's  Practical  Physiology. 

Storer  and  Lindsay's  Manual  of  Chemistry. 

Shepard's  Elements  of  Chemistry. 

Remsen's  Briefer  Course  in  Chemistry. 


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106  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


SCHOOL  BUILDINGS  AND  GROUNDS. 


"It  is  conceded  in  advance,  that  the  first  requisite  for  the  success 
of  any  school,  is  a  strong,  sensible,  pure-minded  teacher.  A  dictionary, 
library,  charts,  maps,  and  text-books  are  also  indispensable.  But  there 
can  be  no  assured  permanency  of  a  good  school  without  a  substantial, 
convenient,  attractive  and  comfortable  school  house.  The  moral 
influence  of  a  school  is  in  a  large  measure  determined  by  the  physical 
condition  of  the  premises.  Whether  will  keep  or  otherwise,  the  school 
house-~the  school  life,  makes  it  mark  on  the  children.  Where  the 
aspect  of  the  school  grounds  is  forbidding,  it  is  not  surprising  that  the 
children  go  reluctantly  to  school  and  are  glad  to  get  away  as  soon  as 
they  can.  And  this  condition  is  the  more  and  more  aggravated  now  that 
improvement  of  private  houses  outruns  the  improvement  of  the  houses 
where  the  children  of  the  community  go  to  school,  for  children  do  not 
fail  to  note  the  contrast," 

Charles  A.  Kent. 


HYGIENE  AND  HEALTH  IN  PUBLIC  SCHOOLS.- 

Dr.  G.  Stanley  Hall  has  said:  "  What  shall  it  profit  a  man  if  he  gain 
the  whole  world  of  knowledge  and  lose  his  health?"  In  our  public 
schools,  especially  in  the  high  schools,  many  a  promising  young  life  has 
been  sacrificed  by  over-study.  The  system  of  marks  and  medals,  now 
happily  disappearing  from  many  of  our  best  schools,  has  driven  many 
an  ambitious  boy  and  girl  to  an  early  grave  at  the  point  of  the  pencil, 
because  that  system  stimulates  those  very  pupils  who  need  no  spur  and 
whom  the  spur  injures.  More  frequently  the  health  of  pupils  is  injured 
by  ignorance  of  the  mest  obvious  laws  of  health,  or  by  criminal  neglect 
of  those  laws,  and  by  the  impure  air  of  schoolrooms.  Unsuitable 
furniture  which  cramps  and  distorts  the  growing  bodies  of  children, 
and  poor  light  which  impairs  the  sight,  have  also  a  long  account  to 
settle  with  children  thus  ruined  for  life. 

The  evils  of  unsanitary  school  houses  have  attracted  most  attention 
in  the  crowded  schoolrooms  of  cities,  but  these  evils  are  not  confined  to 
densely  populated  places.  They  appear  equally  in  the  rural  districts, 
aud  they  are  less  known  only  because  the  cases  of  injury  are  scattered, 
and  the  statistics  are  less  easily  obtained. 

The  vigorous  country  boy  and  girl  may  for  a  time  resist  the  evils  of 
a  schoolroom,  alternately  too  hot  and  too  cold;  of  drafts  of  cold  air  in 
winter  through  cracks  in  the  floor  and  poorly-built  walls;  of  outhouses 
too  filthy  for  use  and  sources  of  moral  defilement;  of  seats  and  desks, 
built  for  cheapness  and  not  for  comfort,  and  more  racks  for  torture  than 
like  a  proper  resting  place  for  the  growing  bodies  of  little  boys  and 
girls.    But  however  much  the  injury  may  be  concealed,  the  deadly 


COURSE   OF  STUDY   FOR  COMMON   SCHOOLS.  107 


work  goes  on  in  many  a  country  school.  Take  a  single  instance.  Many 
a  man  has  suffered  for  years  from  hemorrhoids  brought  on  by  ignorance 
or  neglect  in  childhood;  neglect,  because  proper  accommodations  were 
not  provided  or  not  properly  cared  for  at  the  schoolhouse;  ignorance, 
because  the  school  gave  no  instructions  in  hygiene — not  the  technical 
hygiene  suitable  for  physicans,  but  the  obvious,  ordinary  hygiene  that 
relates  to  clothing,  proper  bathing,  eating,  and  the  excretions. 

Physiology  is  now  required  by  law  to  be  taught  in  the  schools  of 
nearly  all  the  states.  As  too  frequently  taught,  it  concerns  itself  about 
the  chemical  effects  of  certain  substances  upon  various  parts  or  pro- 
cesses of  the  body.  Such  a  treatment  of  the  subject  is  too  abstruse  for 
children  in  the  schools,  it  goes  beyond  their  knowledge  and  their 
experience.  They  need  to  be  taught  the  effect  of  green  apples  upon  the 
stomach  before  they  are  taught  the  effect  of  alcohol  upon  the  brain. 
We  ought  to  learn  wisdom  from  the  concrete  teaching  of  nature  about 
eating  green  apples  in  her  monitory  pains.  People  mean  well  when 
they  teach  the  evil  effect  of  alcohol  to  little  boys  and  girls  who  do  not 
know  what  alcohol  is.  It  would  be  better  to  teach  these  children  the 
good  effect  of  wholesome  food  and  drink,  and  especially  to  teach  them 
that  the  whole  alimentary  canal  should  be  kept  in  healthy,  regular,  and 
daily  movement  throughout,  and  to  teach  this  and  all  that  relates  to 
the  necessary  bodily  functions  with  delicacy  and  propriety,  and  without 
any  squeamishness.  Is  any  teacher  too  delicate,  cultured,  and  refined  a 
lady  or  gentleman  to  give  this  instruction  concerning  the  bodies  of  the 
children?  Then  let  them  be  relegated  to  the  land  of  spirits,  to  teach 
where  the  mortal  coil  has  been  shuffled  off.  It  is  high  time  to  inaugu- 
rate a  campaign  of  hygiene,  and  not  the  least  important  branch  of  child 
study  is  the  study  of  their  bodies,  and  how  those  bodies  may  be  made  in 
school  to  grow  strong,  robust,  healthy,  natural,  at  ease — "  the  temple 
of  the  living  God." 

In  making  the  many  advancements  in  education  in  recent  years  the 
pedagogical  literature  of  the  past  three  hundred  years  or  more  has  been 
ransacked,  and  the  educational  philosophy  of  many  eminent  and  vener- 
able teachers  has  been  exploited  to  constitute  the  new  education — 
Comenius,  Pestalozzi,  Froebel,  Herbart,  and  the  rest;  it  is  worth  while 
now  to  bring  to  the  front  the  maxim,  Mens  sans  in  corpore  sano,"and  to 
found  an  educational  philosophy  on  that.  Already  we  have  physio- 
logical psychology  which  seeks  to  trace  mental  phenomena  through  a 
study  of  the  brain,  and  missionaries  are  now  learning  to  convert  the 
heathen  by  making  their  bodies  comfortable  without  their  eating  the 
missionary.  Benevolence  now  seeks  to  raise  humanity,  both  intellect- 
ually and  morally,  by  first  improving  men  physically.  Let  the  schools 
follow  the  lead  of  philosophy  and  of  religion  in  this  regard. 

It  is  well  known  that  no  child  can  learn  well  or  grow  mentally  when 
in  bodily  discomfort.    Dullness,  uneasiness,  and  consequent  disorder  in 


108  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


a  school,  are  directly  traceable  to  vitiated  air.  If  the  body  is  numb 
with  cold,  if  the  feet  are  damp  and  chilled,  the  mind  becomes  stupid; 
and  the  sweltering-  heat  of  a  badly  ventilated  schoolroom,  the  uneasiness 
of  an  over-loaded  stomach,  of  constipation,  and  of  uncomfortable  cloth- 
ing, will  produce  the  same  result.  Moreover,  an  abnormal  condition  of 
the  body  is  often  the  source  of  immorality.  We  blame  the  first  Adam 
too  much;  the  real  Adam  is  nearer  home,  and  of  this  generation  and 
every  generation  that  neglects  the  laws  of  health.  The  outbuildings  of 
ill-governed  schools  with  ill-taught  children  sometimes  give  evidence 
of  fearful  demoralization,  and  the  demoralization  is  contagious,  like  a 
plague. 

An  important  part  of  school  hygiene,  then,  relates  to  the  lavatories 
or  water-closets.  This  is  not  the  only,  nor  perhaps  the  most  important 
part  of  school  hygiene,  but  it  needs  emphasis  most  at  present,  because 
it  is  nearly  always  neglected.  In  rural  districts  the  outhouse  is  gene- 
rally located  in  a  remote  part  of  the  grounds,  where  its  offensiveness 
may  not  interfere  with  the  school,  and  it  is  the  prey  of  tramps  and  bad 
boys  who  delight  in  defiling  it.  The  closet  should  adjoin  the  school 
house,  and  be  accessible  through  the  house  only.  This  location  would 
compel  its  being  kept  inoffensive,  and  make  it  easy  to  do  so.  It  should 
then  be  used  by  every  child  with  the  same  freedom  as  at  home  in  a  well- 
regulated  family.  And  the  child  be  taught  in  school  to  respect  his 
body  in  every  part  and  in  all  its  functions — that  nothing  about  it  is 
defiling  unless  he  himself  makes  it  so;  and  that,  while  we  are  animals, 
we  should  be  rational  animals,  and  not  brutes.  Such  teaching  should 
not  be  indelicate  nor  obtrusive;  but  it  is  important,  because  respect  for 
the  body  is  at  the  foundation  of  self-respect  and  true  manliness.  This 
special  teaching  of  hygiene  has  often  been  neglected  through  a  false 
modesty  which  is  highly  indelicate,  and  which  is  itself  the  evidence  of 
an  impure  mind. 

For  health,  for  comfort,  and  for  intellectual  and  moral  well-being, 
the  school  house  should  be  well-constructed  and  suited  to  its  use.  It 
should  stand  in  the  middle  of  the  grounds,  high,  well-drained,  and 
ornamented  with  trees  and  shrubs.  The  well  should  be  so  located  as  to 
supply  pure  water.  The  architecture  should  be  simple  and  show  a 
refined  taste,  for  the  schoolhouse  is  an  educator.  It  should  be  as  con- 
venient and  as  well-built  as  the  best  homes,  in  order  that  the  children 
of  the  well-to-do  may  not  despise  it,  and  in  order -that  the  children  of 
the  poor  may  see  how  the  best  people  live.  The  school  house  will  thus 
become  an  inspirer  in  the  young  to  higher  living,  for  education  is  more 
than  learning  from  books.    It  is  a  training  also  in  how  to  live. 

Churches  are  built  as  an  example  of  noble  architecture,  to  be  an 
object  lesson  leading  upward  to  a  higher  life.  They  are  usually  grander 
than  the  houses  of  the  worshipers,  and  the  poorest  man  in  the  congre- 
gation has  an  ownership  in  them.    Municipal  and  state  buildings  often 


COURSE  OF  STUDY   FOK  COMMON  SCHOOLS. 


109 


display,  or  are  meant  to  display,  the  community's  ideal  of  a  home  for 
itself.  And  so  the  school  house  should  exhibit  the  taste  and  to  some 
extent  the  aspiration  of  the  neighborhood.  It  should  be  a  little  better 
than  the  best  dwelling-house. 

Report  of  the  Committee  of  Twelve. 


BUILDING  SITES, 

1.  They  should  be  above  the  water  level  of  the  surrounding 
area,  to  insure  a  dry  basement  and  to  guard  against  rheumatism, 
ague,  diphtheria,  and  other  diseases  closely  related  to  dampness 
and  defective  sewerage. 

2.  They  should  have  sandy  or  gravelly  soil,  as  such  soil 
will  be  warmer  than  clay,  and  will  not  hold  moisture. 

3.  They  should  not  be  near  marshes  or  standing  pools  of 
stagnant  water. 

4.  They  should  not  be  near  any  manufacturing  establishment 
from  which  may  come  offensive  and  poisonous  refuse. 

5.  They  should  not  be  near  the  noise  of  factory,  railway,  or 
busy  streets. 

6.  They  should  be  well  exposed  to  the  sun,  if  possible  slop- 
ing to  the  south. 

7.  They  should  be  surrounded  by  ample  grounds,  orna- 
mented with  shrubs,  trees,  walks  and  flowers. 

8.  They  should  have  convenient  play-grounds  for  exercise, 
out-door  instruction,  study  of  pupils  and  for  general  help  in 
discipline. 

SIZE  OF  THE  SCHOOLROOM. 

.1.  About  10  square  feet  of  floor  space  should  be  given  to 
each  pupil. 

2.  The  length  and  breadth  of  the  room,  to  make  the  best 
use  of  the  space,  should  be  in  the  ratio  of  6:5;  and  the  height 
should  not  be  less  than  10  feet  nor  more  than  15  feet. 

3.  If  the  attendance  is  more  than  40  pupils,  a  recitation 
room  should  be  provided,  and  two  teachers  employed. 

4.  The  house  should  be  large  enough  to  provide  for  well 
ventilated  closets  for  the  clothing  and  lunch  baskets  of  pupils. 

5.  It  should  provide  also  a  room  for  the  district  library, 
and  the  apparatus  not  used  constantly  in  the  recitation  room. 


110  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


EQUIPMENT  OF  THE  SCHOOLROOM. 

1.  Single  desks  are  the  best,  and  should  be  furnished  unless 
at  a  loss  of  good  double  desks  already  owned  by  the  district. 

2.  Blackboard  space  should  be  provided  to  enable  ample 
illustration  of  the  subjects  by  the  teacher. 

3.  Erasers,  pointers,  and  rulers  are  essential  to  the  best  use 
of  the  blackboard.  • 

4.  A  good  reading  chart  is  convenient  to  teach  the  beginners 
in  reading  and  spelling,  but  it  is  not  essential. 

5.  An  International  Dictionary,  or  several  small  dictionaries, 
should  be  supplied  by  the  district. 

6.  A  cabinet  of  materials  collected  by  the  pupils,  should  be  a 
part  of  the  equipment  of  each  school  house,  to  assist  in  the 
proper  study  of  nature  and  geography. 

7.  A  few  good  outline  maps  should  be  on  the  walls. 

8.  A  set  of  scales  and  weights  is  necessary  for  the  best  study 
of  denominate  numbers  and  the  metric  system. 

9.  A  library  is  the  center  of  great  inspiration  to  the  school 
and  to  the  whole  community,  and  should  be  found  in  every 
school  house. 

10.  It  is  the  duty  of  a  teacher  to  create  sentiment  in  the 
community  for  the  complete  equipment  of  the  school  room,  and 
to  organize  entertainments,  raise  subscriptions,  or  otherwise 
raise  funds  for  the  purpose. 

11.  Every  school  should  be  supplied  with  a  wash  basin,  soap 
and  towels. 

12.  At  least  one  thermometer  should  be  in  every  school 
room. 

The  following  plans  for  school  buildings  are  presented  by 
the  courtesy  of  Chas.  A.  Kent,  ex-county  superintendent,  Oska- 
loosa,  Iowa.  Mr.  Kent  has  made  a  special  study  of  the  ' 'mod- 
ern school  house"  and  has  become  an  authority  on  the  subject. 

For  additional  information  see 

"  School  Sanitation  and  Decoration,"  D.  C.  Heath  &  Co. 
"  Recent  School  Architecture,"  issued  by  the  Department 

of  Public  Instruction,  Albany,  New  York. 
Any  local  architect's  plans. 


Fig.  I.— The  Badly  Arranged  School  Koom. 
Disorder,  idleness,  mischief,  discomfort,  ill  temper,  disease— due  to  unfavorable  physical 

conditions. 


Fig.  2.— The  Well  Arranged  School  Room. 
Good  order  and  industrious  habits  fostered;  comfort  and  health  promoted— by  favorable 

physical  conditions. 


\   5/iOP  OTk.  1 

Fou/vDATioN  Plan 


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Floor  Plan 

A  PracticalAndEcoj^on/c/il 
Ojys  Room  School  Mou3b 
For  a  Ruj^ajl  School 


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COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


113 


H 


•SCHOOL- ROOM 
25  X  SO' 


SCHOOL -ROOM 
26'X  30' 


DESIGN -Foi^A  -XWO-ROOH 
•SCHOOL  •  H0V5E  • 


FRANK-EWKXHERELL- 

•ARCHITECT 

OSKALOOSA  •  iOWA 


This  two-room  building  can  be  built  for  about  $1400.  It  has  the  advantage  of  a  hall 
1014  X  lOH  besides  the  cloak  rooms,  which  are  6H  x  15  and  514  x  20.  The  class  rooms  are 
25  X  30  and  have  seating  capacity  for  about  50  pupils  each.  This  building,  as  well  as  the 
others,  has  provision  made  for  proper  ventilation  and  heating  by  modern  methods. 


114 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


115 


116  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


117 


MORALS  AND  MANNERS  IN  SCHOOL  LIFE. 

The  school  should  train  pupils  in  habits  of  courtesy  and 
good  manners.  '-Good  will  to  all  men"  is  a  good  back-ground 
for  character.  But,  insomuch  as  a  polished  rascal  is  more  dan- 
gerous than  an  ignorant  one,  it  should  be  the  first  duty  of  the 
teacher  to  develop  morality  in  the  character,  and  then  to  culti- 
vate the  most  kindly  manifestation  of  it  in  the  genuine  effort  to 
make  life  pleasant  for  others.  ]\Iorals  and  manners  thus  go 
hand  in  hand,  taught  both  by  precept  and  example.  Do  not 
dull  a  truth  by  formal  moralizing,  but  at  all  times  bring  out  the 
worth  of  courage  and  honor  and  industry.     Live  the  golden 

RULE. 

For  assistance  to  the  teacher  refer  to 
Gow's     Morals  and  Manners." 
Wiggins'  "Lessons  on  Manners." 
White's  "School  Management." 
Dewey's  "  Home  and  School  Stories." 
•  Any  text  on  ethics. 


SUGGESTED  TOPICS  ON  CONDUCT. 

Home  Life. —  Treatment  of  parents,  brothers  and  sisters, 
servants,  and  guests. 

School  Life. —  Entering  and  leaving  the  room,  laughing  at 
others,  conduct  to  the  teacher,  treatment  of  visitors,  use  of 
school  property. 

When  Visiting. — Proper  greetings,  staring,  whispering,  at- 
tention to  conversation,  agreeable  manners  to  all. 

When  at  Church. —  Punctuality,  courtesy  to  strangers, 
whispering  during  service,  attention  to  the  service,  observance 
of  formal  ceremony,  leaving  before  service  closes. 

At  the  Table. —  Promptness  at  meals,  patience  in  waiting, 
beginning  to  eat,  use  of  napkin,  asking  for  food,  conversation, 
leaving  the  table,  observing  the  manners  of  polite  people. 

In  Public  Places.  —  Sitting,  fault-finding,  gazing,  noisy 
conduct,  saluting  friends,  impertinent  inquiries,  obstructing 
walks,  eating  in  the  street,  throwing  things  on  the  walk. 


118 


COURSE  OP  STUDY  FOR  COMMON  SCHOOLS. 


THE  USE  OF  ALCOHOLIC  DRINKS  AND  NARCOTICS. 

The  effect  of  the  use  of  stimulants  and  narcotics  must  be 
systematically  taught  in  every  grade.  Hutchinson's  Physiology 
No.  I.  furnishes  abundant  material  for  this  work,  as  well  as 
other  primary  texts.  See  also  teacher's  edition  of  the  adopted 
text.   

GOOD  CITIZENSHIP. 

Sec.  58,  (of  the  Code  of  Public  Instruction.)  It  shall  be  the  duty  of 
all  teachers  to  endeavor  to  impress  on  the  minds  of  their  pupils  the 
principles  of  morality,  truth,  justice,  temperance  and  patriotism;  to 
teach  them  to  avoid  idleness,  profanity  and  falsehood;  to  instruct  them 
in  the  principles  of  free  government,  and  to  train  them  up  to  the  true 
comprehension  of  the  rights,  duty  and  dignity  of  American  citizenship. 


MERCY  TEACHING. 

Sec  65,  (of  the  Code  of  Public  Instruction.)  Attention  must  be 
given  during  the  entire  course  to  the  cultivation  of  manners,  to  the 
laws  of  health,  physical  exercise,  ventilation  and  temperature  of  the 
school  room,  and  not  less  than  ten  minutes  each  week  must  be  devoted 
to  the  SYSTEMATIC  TEACHING  OF  KINDNESS,  NOT  ONLY  TO  OUR  DO- 
MESTIC ANIMALS,  BUT  TO  ALL  LIVING  CREATURES. 


USE  OF  TOBACCO  AND  ALCOHOL. 

The  use  of  tobacco  in  any  form  or  place  by  a  teacher  is  discounte- 
nanced, and  the  use  of  alcoholic  stimulants  in  any  form  or  place,  as  a 
beverage,  IS  prohibited.  The  use  of  tobacco  or  any  other  narcotic  on 
the  school  premises  by  a  teacher  shall  work  a  forfeiture  of  his 
CERTIFICATE.    {  Rule  IX  by  State  Board  of  Education.) 


ARBOR  AND  BIRD  DAY. 

Children  should  be  impressed  with  the  thought  that  the  good 
and  the  beautiful  are  inseparably  connected  in  animated  nature. 
One  feature  of  moral  education  relates  to  the  observation  of 
Arbor  and  Bird  Days  in  the  schools.  Sometimes  these  ideas 
are  combined  in  one  program.    For  reference  see 

Manuals  issued  by  state  department,  1898. 

Biennial  Report  Superintendent  Public  Instruction,  1898. 

Current  School  Journals. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


BIRD  SONG. 


R.  S  Hanna 

Joyfully, 
s  ^ 


R,  S.  Hanna. 


1.  Lit  -  tie  birds  are  bin^  -  ing,     Hap-py    in  Iheir  glee. 

2  Lit  -  tie  birds  are  sin^?  -  ing.    'Tis  tor  you  and  me. 

3  Lit  -  tie  birds  are  sing  -  ing.    This  is  what  they  say. 


— r— ^ 

1 — 

r  r 

;^  b'  1 

^ — ^— 

1*  — 

1/    b  b 

Sing-mg  songs  of  glad  -  ness.  Now  to  you  and  me. 
They  were  sent  to  war  -  ble  In  the  green -wood  tree. 
Joy  and  glad-ness  bring-ing    All    the   sum  -  raer  day. 


-r-r  M 


EE 


Chokus. 


r-^  K  sn 

-if— 3 — ^-t- 

Sing  -  in 
Singing  sw 
■0- 

^:    !    1  1 

9  

^'  ,  ' 

eetly.  £ 

9- 

4 — i — 

ing  -   ing,  I- 
inging  now  we 

f  f-  -r  f-- 

(ear  their  voi-ces  r 

ing  •  in 

}  9 

-V — V—V — 

17           \j           \j  .J 

H  \ 

Lit  ■  lie  birds  are  sing  •  ing    All    the   sum  •  mer  day 
 • — i: — «— I— #  •  » — "T"  I  'T" — f  I  g 


s 


[This  cut  is  used  by  the  kind  permission  of  Whitaker,  Ray  &  Co.,  of  San  Francisco, 
and  is  taken  from"  North- West  Nature  Studies,"  by  Herbert  Bashford,  State  Librarian.] 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


121 


[This  cut  is  used  by  the  kind  permission  of  Whitaker,  Ray  &  Co.,  of  San  Francisco, 
and  is  taken  from  "North- West  Nature  Studies,"  by  Herbert  Bashford,  State  Librarian.] 


122  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


PATRIOTIC  riEMORIAL  DAYS. 


We  love  our  country  because  we  have  homes  here.  We  fol- 
low the  flag  into  battle  to  protect  our  country  from  dishonor, 
just  as  we  would  fight  to  protect  our  homes  from  destruction  by 
enemies.  Our  schools  will  be  patriotic  just  in  proportion  to  the 
spirit  of  HOME  that  pervades  the  school  room.  By  making  all 
your  friends  to  feel  at  home  with  you  in  your  work  you  will 
show  that  the  schools  belong  to  the  people,  and  upon  them  de- 
pends the  safety  of  the  people. 

On  each  day  observed  by  patriotic  exercises,  some  such  letter 
as  the  following  should  be  sent  to  all  the  patrons  of  the  district, 
and  to  all  others  who  will  encourage  your  efforts: 

 Washington^   ,  /p... 

Mr.  {or  Mrs.)  

[Post  Office).,  Washington: 

My  Dear  Mr  ,  The  pupils  of  our  school 

very  much  desire  your  presence  at  exercises  to  be  held  at  the 

school  house  on   The  program  will  consist  of 

reading,  speaking  and  singing,  by  pupils  and  visitors,  and  the  boys  and 
girls  wish  the  encouragement  of  your  presence  and  co-operation  in  their 
work  for  home  and  country. 
Very  truly, 

 1 

  \  Committee. 

 J 

The  form  can  be  changed  to  suit  the  occasion,  and  the 
schools  may  thus  be  brought  in  touch  with  the  homes  more 
closely  than  ever  before. 

Appropriate  programs  should  be  prepared  for  Thanksgiving, 
Christmas,  (Capture  of  Trenton),  February  12,  February  22, 
May  30,  July  4,  and  anniversary  days  of  our  great  authors  and 
statesmen.     For  assistance  refer  to 

"  Patriotic  Memorial  Days,"  (issued  by  State  Dep't). 
''Columbian  Selections." 
Current  School  Journals. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


123 


FLAG  SALUTE. 

[Adopted  by  the  National  Societies  G.  A.  K.  and  W.  R.  C] 

SALUTE.— We  Give  Our  Hands,  Our  Heads  and  Our  Hearts 
TO  God  and  Our  Country.  One  Country,  One  Language,  One 
Flag. 

Signals— 

The  pupils  haviag-  been  assembled  and  being-  seated,  and  the  flag' 
borne  by  the  standard  bearer  being-  in  front  of  school,  at  the  signal 
(either  by  a  chord  struck  on  the  piano  or,  in  the  absence  of  a  piano, 
from  a  bell)  each  scholar  seizes  the  seat  preparatory  to  rising-. 

Second  Signal— The  whole  school  rises  quickly,  as  one  person, 
each  one  standing  erect  and  alert. 

Third  Signal — The  right  arm  is  extended,  pointing-  directly  at  the 
flag;  as  the  flag--bearer  should  be  on  the  platform  where  all  can  see  the 
colors,  the  extended  arm  will  be  slig-htly  raised  above  a  horizontal  line. 
The  pupils  will  say,  "We  give  our  hands," 

Fourth  Signal — The  forearm  is  bent  so  as  to  touch  the  forehead 
lig-htly  with  the  tip  of  the  fingers  of  the  rig-ht  hand.  The  motion  should 
be  quick,  but  graceful,  the  elbow  being-  kept  down  and  not  allowed  to 
"  stick  out  "  to  the  right.  As  the  fingers  touch  the  forehead,  each  pupil 
will  exclaim  in  a  clear  voice,  "our  heads"  (emphasizing  the  word 

HEADS  "). 

Fifth  Signal— The  right  hand  is  carried  quickly  to  the  left  side 
and  placed  flat  over  the  heart  with  the  words,  "and  our  hearts  !  " 
[a/ler  the  movement  has  been  made). 

Sixth  Signal — The  right  hand  is  allowed  to  fall  quickly,  but  easily 
to  the  right  side;  as  soon  as  the  motion  is  accomplished,  all  will  say, 
"TO  God  and  Our  Country  !  " 

Seventh  Signal — Each  pupil  still  standing  erect,  but  without  mov- 
ing, will  exclaim,  "  One  Country  !  "  (emphasis  on  Country). 

Eighth  Signal — The  pupils  still  standing  motionless,  will  exclaim, 
"One  Language  !  "  (emphasis  on  Language). 

Ninth  Signal — The  right  arm  is  suddenly  extended  to  its  full 
length,  the  hand  pointing  to  the  flag,  the  body  inclining  slightly  for- 
ward, supported  by  the  right  foot  slightly  advanced.  "The  attitude 
should  be  that  of  intense  earnestness.  The  pupil  reaches,  as 
IT  WERE,  TOWARD  THE  FLAG,  at  the  Same  time  exclaiming  with  great 
force,  "One  Flag  !  " 


124  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Tenth  Signal— The  right  arm  is  dropped  to  the  side  and  the  posi- 
tion of  attention  recovered. 

Eleventh  Signal— Each  pupil  seizes  the  seat  preparatory  to  turn- 
inj^-itdown. 

Twelfth  Signal— The  school  is  seated. 

Flag-bearer— The  color-bearer  grasps  the  staff  at  the  lower  end 
with  his  right  hand  and  a  foot  or  more  (according  to  the  length  of  the 
staff)  above  the  end  of  the  staff  with  his  left  hand.  The  staff  is  held 
directly  in  front  of  the  middle  of  the  body,  slightly  inclined  forward 
from  the  perpendicular.  At  the  fourth  signal,  the  flag  will  be 
dipped,  returning  the  salute;  this  is  done  by  lowering  the  left  hand 
until  the  staff  is  nearly  horizontal,  keeping  it  in  that  position  until  the 
tenth  signal,  when  it  will  be  restored  to  its  first  or  nearly  vertical 
position. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


125 


OLD  GLORIOUS  GLORY. 


Words  and  Music  by  GEORGE  BECH. 


INTRO.  < 


:is=± 


/  Ures 
-I 


Alto. 

1.  Old, 

2.  Old, 

3.  Old, 

4.  Old, 
5  Old, 
e.  Old, 


f=:3=i=if=f=ni=?^f-E:»: 


I 

glo  -  ri  •  ous  Glo 

glo  -  ri  •  oui  Glo 

glo  -  ri  •  ous  Glo 

glo  -  ri  -  ^.us  Glo 

glo  •  ri  •  ous  Glo 


glo 

I 


y!  Un  •  furl 
y!  O  • 

y !  vVave 
y  1  Wave 
v !  Wave 


ri  -  ous  Glo    -  ryl 


r 

right: 


✓     ✓     '  — ^  y  / 

thee  for  free  -  dom  and 

ver    a    ])eo  -  pie  l?iou  wave, 

o  -  ver    lakes         and  streams, 

o  •  ver    fields          of  wheat 

o  •  ver    liu  -  man-ly  homes, 

ver  the  globe   flies  thy  name; 


That 
As 
And 


lib  - 
lime 


y     I  — y 

more  bright  The 
and  brave, 
-   dren's  dreams,  O-ver 
er  shall  feed.  The 
er  •  tv's  domes! 

thy  fame'.  Off  the 


twmk 

Sing  -  ing  while  march-ing  ti!e 
snow  ■  cov-ered  peaks  and 
oth  ■   er  half  world's  poor 
Wave    thou  in  peace  and 
earth   thou  shalt  scare    ev  •  'ry 


heav  •  en  -  ly  crest 
road    of  progress, 
won  -  drous  vales, 
worn  •  en  and  men- 
wave  thou  in  war — 
ty   -    rant's  ra.g— 

M  ^  ^ 


Than  those  .  m    thy  col-ors!       Than  those 
Straight  as    thy   stripes—  Straigb 
Charm  -  ing   as     those,  Charni 
Bless  thee  I  we  cry. 
Thee     to    de  -  fend. 
Lib  •  er  -  ty's  ban-ner, 


in    thy  col  -  ors- 
as   thy  stripes- 
ing  as  those 
Bless  thSel  we  cry 
Thee   -  to    de  -  fend 
Lib  -  er  -  ty's  ban-ner 


m 


for- 

God 


126 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


REFRAIN, 


--A —  N-:A^p-<  

:?=ifc*===f=::*=Eisz=:=f.— f 


Nev-er  wor    -    ry  nor    fret;      Just  keep  time      and  keep  track—  Wo  have  al!    one 


>  J- 


coun  •  try,  one  cause, 


and    one  fla 


I 

Old, 


glo   •  ri 


Old,  CInrioiis  Glory.  4-S. 


ml 


:1] 


I  I 

Glo  •  ry! 
I  I 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


127 


RED,  WHITE,  AND  BLUE. 


fb3.  P.  XTEBeTBB,  by  j)ct. 


■9-  9—r 

1.  There's  a  band  that  isloy -aland  true,    Of  thesonsof    a  tia-tionwho 

2.  O   ye  sires  and  ye  sons  of  the  soil,    Will  ye  come?  We  are  wait-iug  for 

3.  O   ye  sires  and  ye  sons  of  the  land,'  Hand  iu  hand  let-  us  jour-ney  a- 

>^  A.    M.  ^  ^  I. 


-a  *•    *    ■  *     '     •  -—^^ 

stand 'Neath  the- folds  of  the  Red,;"White  and  BluCj  Topro-tect  and  to 
yon,  All  TL- iiit  •  ed  and  blest  we  will  toil  In  the  work  that  our 
long;-  There  ia  room  in,  our  glo  -  ri  -  ous  band,    And  a   wel-<!«.rae  of 


watch  o'er  our  land.  Bless-ed 
hands  find  to  do. 
love  and  of  song. 


White  and  Blue. 


In  thy 


glo- - ryandimni'd shall  thou  wave;         May  thy  song  braveand 


true, 


-»  5:  —  »  •  »  •  «  25^- 

Ev  -  er   rule    both  the  land    and   the  wave. 


128  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


THE  EVERGREEN  STATE. 

[  Tune  —"America."] 

My  chosen  state,  to  thee  — 
Cleft  by  the  Opal  Sea, 

Evergreen  state  ! 
Land  of  the  emerald  ferns, 
Land  where  the  sunset  burns  — 
To  thee  my  heart  e'er  turns, 

With  thee  I  wait. 

When  sunset  fires  thy  peaks. 
Mountain  to  Mountain  speaks  — 

"Dark  hours  are  near  !  " 
But  when  the  night  is  done 
Rays  of  soft  color  run 
Up  from  the  rising  sun  — 

Flashing  "Good  Cheer  !  " 

Thy  future  shall  be  grand, 
Arise  and  take  thy  stand  — 

Strong,  proud  and  free  ! 
In  the  world's  march  keep  tread 
Where  Truth's  white  star  has  led, 
Let  no  hard  words  be  said, 

Ever,  of  thee  ' 

All  thy  mistakes  are  past, 
Lift  up  thy  head  at  last  — 

Smile  thro'  thy  tears  ! 
Thy  darkest  hour  is  gone, 
Hail,  hail  the  golden  dawn  — 
Press  on,  and  on,  and  on 

Thro'  all  the  years  ! 

—Ella  Higginson. 


AMERICA. 

[  Tune —"America."] 

My  country,  'tis  of  thee, 
Sweet  land  of  liberty, 

Of  thee  I  sing  ; 
Land  where  my  fathers  died, 
Land  of  the  pilgrim's  pride, 
From  every  mountain  side 

Let  freedom  ring. 

My  native  country,  thee, 
Land  of  the  noble  free, 

Thy  name  I  love. 
I  love  thy  rocks  and  rills. 
Thy  woods  and  templed  hills ; 
My  heart  with  rapture  thrills; 
Like  that  above. 

Let  music  swell  the  breeze. 
And  ring  from  all  the  trees 

Sweet  freedom's  song  ; 
Let  mortal  tongues  awake, 
Let  all  that  breathe  partake, 
Let  rocks  their  silence  break, 

The  sound  prolong. 

Our  Father's  God,  to  thee, 
Author  of  liberty, 

To  thee  we  sing. 
Long  may  our  land  be  bright 
With  freedom's  holy  light ; 
Protect  us  by  thy  might. 

Great  God,  our  King. 

—Samuel  Francis  Smith, 


SCATTER  THE  FLOWERS. 

[Air:  "  Tenting  on  the  Old  Camp  Ground."] 

We  come  with  gifts  of  flowers  sweet 

For  each  dear  soldier's  grave; 
We'll  cover  the  mounds  where  they  gently  sleep. 

Those  boys  so  true  and  brave. 

Chorus— 

Many  are  the  boys  who  are  sleeping  for  aye 

Under  the  sod  and  dew ; 
Many  are  the  hearts  sending  love  today 

To  those  brave  boys  in  blue. 
Scatter  the  flowers,  scatter  the  flowers. 

Over  the  soldiers'  graves. 
Scatter  the  flowers,  scatter  the  flowers. 

Over  the  soldiers'  graves. 


COURSE  OF  STUDY  FOK  COMMON  SCHOOLS.  129 


We'll  honor  the  graves  of  our  soldiers  dead, 

Who  heard  their  country's  cry, 
Who  left  their  homes  and  fought  and  bled 

And  died  for  liberty. 

We'll  bring  them  today  the  violets  blue, 

And  roses  red  and  white: 
Those  colors  bright  they  bore  so  true, 

For  God  and  home  and  right. 

—Ada  Simpson  Sherwood. 
BATTLE  HYMN  OF  THE  REPUBLIC  ' 

[Tune— --John  Brown's  Body."] 

Mine  eyes  have  seen  the  giory  of  the  coming  of  the  Lord: 
He  is  tramping  out  the  vintage  where  the  grapes  of  wrath  are  stored. 
He  has  loosed  the  fateful  lightning  of  his  terrible  swift  sword: 
His  truth  is  marching  on. 

Chorus— Glory,  glory,  Hallelujah:  etc. 

I  have  seen  Him  in  the  watch-fires  of  a  hundred  circling  camps; 
They  have  builded  Him  an  altar  in  the  evening  dews  and  damps. 
I  have  read  His  righteous  sentence  in  the  dim  and  flaring  lamps: 
His  day  is  marching  on.    Cho.— Glory,  etc. 

I  have  read  a  fiery  gospel,  writ  in  burnished  rows  of  steel, 
'  As  you  deal  with  My  contemners,  so  with  you  My  grace  shall  deal : 
Let  the  Hero,  born  of  woman,  crush  the  serpent  with  his  heel. 
Since  God  is  marching  on.    Cho.— Glory,  etc. 

He  hath  sounded  forth  the  trumpet  that  shall  never  call  retreat: 
He  is  sifting  out  the  hearts  of  men  before  His  judgment  seat. 
O,  be  swift  my  soul,  to  answer  Him  '.  be  jubilant  my  feet : 
Our  God  is  marching  on.    Cho.— Glory,  etc. 

In  the  beauty  of  the  lilies  Christ  was  born  across  the  sea, 
With  a  glory  in  His  bosom  that  transfigures  you  and  me: 
As  He  died  to  make  men  holy,  let  us  die  to  make  men  free. 

While  God  is  marching  on.    Cho.— Glory,  etc. 

—Mrs.  Jueia  Ward  Howe. 

MOUNT  VERNON  BELLS. 

From  ••  Song  Knapsack.'' 
[Air— --Massa's  in  de  Cold.  Cold  Ground.] 

Where  the  Potomac's  stream  is  flowing, 

Virginia's  border  through: 
Where  the  white-sailed  ships  are  going. 

Sailing  to  the  ocean  blue; 
Hushed  the  sound  of  mirth  and  singing. 

Silent  every  one. 
While  the  solemn  bells  are  ringing 

By  the  tomb  of  Washington. 

Chorus.— Tolling  and  knelling, 

With  a  sad,  sweet  sound; 
O'er  the  waves  the  tones  are  swelling. 
By  Mount  Vernon's  sacred  ground. 


130 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


Long  ago  the  warrior  slumbered— 

Our  country's  father  slept: 
Long  among  the  angels  numbered — 

They  the  hero-soul  have  kept. 
But  the  children's  children  love  him. 

And  his  name  revere; 
So,  where  willows  wave  above  him, 

Sweetly,  still,  his  knell  you  hear. 

Sail,  O  ships,  across  the  billows, 

And  bear  the  story  far, 
How  he  sleeps  beneath  the  willows, — 

"  First  in  peace  and  first  in  war." 
Tell,  while  sweet  adieus  are  swelling, 

Till  you  come  again, 
He  within  the  hearts  is  dwelling 

Of  his  loving  countrymen. 


STAR  SPANGLED  BANNER. 

O,  say,  can  you  see  by  the  dawn's  early  light. 

What  so  proudly  we  hailed  at  the  twilight's  last  gleaming; 
Whose  broad  stripes  and  bright  stars,  thro'  the  perilous  fight, 

O'er  the  ramparts  we  watched,  were  so  gallantly  streaming; 
And  the  rocket's  red  glare,  the  bombs  bursting  in  air, 
Gave  proof  thro'  the  night  that  our  flag  was  still  there— 
O,  say,  does  that  Star  Spangled  Banner  yet  wave 
O'er  the  land  of  the  free  and  the  home  of  the  brave? 

On  the  shore  dimly  seen  thro'  the  mists  of  the  deep. 

Where  the  foe's  haughty  host  in  dread  silence  reposes, 

What  is  that  which  the  breeze,  o'er  the  towering  steep, 
As  it  fitfully  blows,  half  conceals,  half  discloses? 

Now  it  catches  the  gleam  of  the  morning's  first  beam 

In  full  glory  reflected,  now  shines  on  the  stream; 

"Tis  the  Star  Spangled  banner— O,  long  may  it  wave 

O'er  the  land  of  the  free  and  the  home  of  the  brave ! 

And  where  is  that  band  that  so  vauntingly  swore 

That  the  havoc  of  war  and  the  battle's  confusion, 
A  home  and  a  country  shall  leave  us  no  more? 

Their  blood  has  washed  out  their  foul  footstep's  pollution. 
No  refuge  could  save  the  hireling  and  slave 
From  the  terror  of  flight  or  the  gloom  of  the  grave ; 
And  the  Star  Spangled  Banner  in  triumph  doth  wave 
O'er  the  land  of  the  free  and  the  home  of  the  brave. 

O,  thus  be  it  ever,  when  Freedom  shall  stand 

Between  their  loved  home  and  the  war's  desolation: 

Blest  with  vict'ry  and  peace,  may  the  heaven-rescued  land 

Praise  the  power  that  hath  made  and  preserved  us  a  nation! 

And  conquer  we  must,  when  our  cause  it  is  just. 

And  this  be  our  motto,  "  In  God  is  our  trust!  " 

And  the  Star  Spangled  Banner  in  triumph  shall  wave 

O'er  the  land  of  the  free  and  the  home  of  the  brave. 

— Francis  Scott  Key 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  131 


MEHORY  QEnS. 


Action. 

Of  every  noble  action  the  intent 

Is  to  g-ive  worth  reward,  vice  punishment. 

Beaumont  and  Fletcher, 

Think  that  day  lost  whose  low  descending  sun 
Views  from  thy  hand  no  noble  action  done. 

Selected. 

What's  done  we  partly  may  compute, 
But  know  not  what's  resisted. 

Burns. 

Our  grand  business  undoubtedly  is,  not  to  see  what  lies  dimly  at  a 
distance,  but  to  do  what  lies  clearly  at  hand.  Carlyle. 

It  is  better  to  wear  out  than  to  rust  out.    Bishop  Cumberland. 

The  manly  part  is  to  do  with  might  and  main  what  you  can  do.  Em- 
erson . 

Let  us  then  be  up  and  doing, 

With  a  heart  for  any  fate, 
Still  achieving,  still  pursuing. 

Learn  to  labor  and  to  wait. 

Longfellow. 

Our  acts,  our  angels  are,  or  good  or  ill. 
Our  fatal  shadows  that  walk  by  us  still. 

John  Fletcher. 

Only  the  actions  of  the  just 

Smell  sweet  and  blossom  in  the  dust. 

Shirly. 

We  must  not  stint  our  necessary  actions  in  the  fear  to  cope  malicious 
censurers.  Shakespeare. 

Heaven  ne'er  helps  the  man  who  will  not  act.  Sophocles. 

I  have  always  thought  the  actions  of  men  the  best  interpreters  of 
their  thoughts.  Locke. 

Every  man  feels  instinctively  that  all  the  beautiful  sentiments  in 
the  world  weigh  less  than  a  single  lovely  action.  Lozvell. 

What  I  have  done  was  not  for  praise  of  men  ; 

Then  let  me  not  be  moved  if  now  and  then 

My  actions,  thoughts  expressed  by  tongue  or  pen, 

Some  one  ofTend  ;  oh  let  me  never  fear 

If  only  right  and  just  I  in  God's  eyes  appear. 

W.J.  Meredith. 


132  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


The  thing  that  chiefly  concerns  a  man  is  not  whether  he  succeed  or 
fail,  but  that  he  do  his  whole  duty  according  to  the  lights  vouchsafed 
him  until  he  die.    Ian  McLaren  (adapted). 

Books. 

Laws  die,  books  never,  Lytton. 

Books  are  embalmed  minds.  Bovee. 

Books— Lighthouses  built  on  the  sea  of  time.  Whipple. 

There  is  no  past  so  long  as  books  live.  Lyttou. 

Hark,  the  world  so  loud  and  they,  the  movers  of  the  world,  so  still. 
Lytton. 

A  taste  for  books  is  the  pleasure  and  glory  of  my  life.  I  would  not 
exchange  it  for  the  glory  of  the  Indies.  Gibbon. 

Books  should  to  one  of  these  four  ends  conduce. 
For  wisdom,  piety,  delight,  or  use. 

Denham. 

That  is  a  good  book  that  is  opened  with  expectation  and  closed  with 
profit.  Alcott. 

Books  are  the  best  things,  well  used;  abused,  among  the  worst. 
Emerson 

If  time  is  precious,  no  book  that  will  not  improve  by  repeated 
readings  deserves  to  be  read  at  all.  Carlyle. 

Some  booKs  are  to  be  tasted,  others  to  be  swallowed,  and  some  few 
to  be  chewed  and  digested.  Bacon. 

God  be  thanked  for  books.  They  are  the  voices  of  the  distant  and 
the  dead  and  make  us  heirs  of  the  spiritual  life  of  past  ages.  Clianning. 

In  proportion  as  society  refines,  new  books  must  ever  become  more 
necessary.  Goldsmith. 

Bravery. 

'Tis  more  brave  to  live  than  to  die.  Meredith. 

None  but  the  brave  deserve  the  fair.  Dryden. 

A  brave  soul  is  a  thing  which  all  things  serve.    Alex.  Smith. 

A  man  of  courage  is  also  full  of  faith.  Cicero. 

There  is  one  thing  of  which  I  am  afraid,  and  that  is  fear. 

Montaigne. 

Cowards  die  many  times  before  their  death; 
The  valiant  never  taste  of  death  but  once. 

Shakespeare. 

Pear  makes  men  look  aside  and  so  their  footing  miss.  Dryden. 
The  brave  man  seeks  not  popular  applause.  Dryden. 


COURSE  OF  STUDY   FOR  COMMON   SCHOOLS.  133 


He  is  not  worthy  of  the  honeycomb  that  shuns  the  hive  because  the 
bees  have  stings.  Shakespeare. 

True  bravery  is  shown  by  performing  without  witness  what  one 
might  be  capable  of  doing  before  all  the  world.    La  Rochefocauld. 

Courage — an  independent  spark  from  Heaven's  bright  throne, 
By  which  the  soul  stands  raised  triumphant,  high,  alone. 

Farquhar. 

Cowards  are  cruel,  but  the  brave. 
Love  mercy,  and  delight  to  save. 

Gay. 

Character. 

Both  man  and  womankind  belie  their  nature  when  they  are  not 
kind.  Bailey. 

No,  when  the  fight  begins  within  himself 
A  man's  worth  something. 

Browning . 

Clever  men  are  good,  but  they  are  not  the  best.  Carlyle. 

Every  one  is  the  son  of  his  own  works.  Cervantes. 

Character  is  higher  than  intellect.  A  great  soul  will  be  strong  to 
live,  as  well  as  to  think.  Emerson, 

Human  improvement  is  from  within  outward.  Froude. 

Whatever  comes  from  the  brain  carries  the  hue  of  the  place  it  came 
from,  and  whatever  comes  from  the  heart  carries  the  heat  and  color  of 
its  birthplace.    O.  W.  Holmes. 

He  is  truly  great  that  is  little  in  himself,  and  that  maketh  no  ac- 
count of  any  height  of  honors.    Thomas  A.  Kempis. 

In  this  world  a  man  must  either  be  anvil  or  hammer.  Longfellow. 

Charms  strike  the  sight,  but  merit  wins  the  soul.  Pope. 

It  is  of  the  utmost  importance  that  a  nation  should  have  a  correct 
standard  by  which  to  weigh  the  character  of  its  rulers.    Lord  Russell. 

Charity  and  personal  force  are  the  only  two  investments  worth  any- 
thing.   Walt  Whitman. 

The  man  that  makes  a  character  makes  foes.  You?ig. 

Courage, 

Courage,  the  highest  gift  that  scorns  to  bend 
To  mean  devices  for  a  sordid  end. 

Farquar. 

And  fearless  minds  climb  soonest  unto  crowns.  Shakespeare. 
But  screw  your  courage  to  the  sticking  place. 
And  we'll  not  fail. 

Shakespeare. 


134  COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


Courage  is,  on  all  hands,  considered  as  an  essential  of  high 
character.  Froude. 

Education, 

Ignorance  never  settles  questions.  Disraeli. 

A  learned  man  is  a  tank;  a  wise  man  is  a  spring.    W.  R.  Alger. 

Education  makes  one  an  articulate  member  of  the  higher  whole. 
Dr.  Wm.  T.  Harris. 

I  have  a  firm  belief  that  the  rock  of  our  safety  as  a  nation  lies  in  the 
proper  education  of  our  population.    Benjamin  Harrison: 

Every  man  must  educate  himself.  His  books  and  teacher  are  but 
helps;  the  work  is  his.  Webester. 

If  a  man  empties  his  purse  into  his  head,  no  man  can  take  it  away 
from  him.  Franklin. 

Education  is  the  only  interest  worthy  the  deep  controlling  anxiety 
of  the  thoughtful  man.     Wendell  Phillips. 

Those  who  think  must  govern  those  who  toil.  Goldsmith. 
Learning  by  study  must  be  won, 
'Twas  ne'er  entailed  from  sire  to  son. 

Gay 

Education  commences  at  the  mother's  knee,  and  every  word  spoken 
within  the  hearing  of  little  children  tends  toward  the  formation  of 
character.  Ballou. 

Education  is  to  know  for  the  sake  of  living,  not  to  live  for  the  sake 
of  knowing.    Kate  Douglass  Wiggin. 

Education  begins  the  gentleman,  but  reading,  good  company,  and 
reflection  must  finish  him.  Locke. 

Right  Education  is  such  a  preparation  of  the  individual  in  physical, 
intellectual,  and  moral  capacities,  as  will  enable  him  to  secure  the 
highest  enjoyment  from  their  use,  here  and  hereafter.  Roark. 
A  boy  is  better  unborn  than  untaught.  Gascoigne. 

'Tis  education  forms  the  common  mind; 
Just  as  the  twig  is  bent  the  tree's  inclined. 

Pope. 

Friendship. 

A  true  friend  is  forever  a  friend.    Geo.  McDonald. 

A  generous  friendship  no  cold  medium  knows.  Homer. 

Love  all,  trust  few,  do  wrong  to  none.  Shakespeare. 

A  friend  is  a  person  with  whom  I  may  be  sincere.  Emerson. 

To  God,  thy  country,  and  thy  friend  be  true.  Vaughan. 

To  suspect  a  friend  is  worse  than  to  be  deceived  by  him. 

La  Rochefoucauld. 


COURSE   OF   STUDY   FOK  COMMON  SCHOOLS. 


135 


A  true  test  of  friendship — to  sit  or  walk  with  a  friend  for  an  hour  in 
perfect  silence  without  wearying-  of  one  another's  company.  Mrs.  Mtc- 
lock-Cvaik. 

Well-chosen  friendship,  the  most  noble 
Of  virtues,  all  our  joys  makes  double. 
And  into  halves  divides  our  troubles. 

Sir  J.  Denhavi. 

The  condition  which  high  friendship  demands  is  ability  to  do 
without  it.  Eynerson. 

Friendship  above  all  ties  does  bind  the  heart, 
And  faith  in  friendship  is  the  nololest  part. 

Shakespeare. 

We  can  never  replace  a  friend.  When  a  man  is  fortunate  enough 
to  have  several,  he  finds  they  are  all  different.  No  one  has  a  double  in 
friendship.  Schiller. 

The  friends  thou  hast  and  their  adoption  tried, — 
Grapple  them  to  thy  side  with  hooks  of  steel. 

Shakespeare. 

A  Mend  is  gold:  if  true  hell  never  leave  thee; 
Yet  both,  without  a  touchstone,  may  deceive  thee. 

Thos.  Randolph. 

Friendship  has  a  power 

To  soothe  affliction  in  her  darkest  hour. 

Hen ry  Kirke  Wh  He. 

Habits. 

Habit  is  ten  times  nature.  Wellington. 
Habit  is  the  deepest  law  of  human  nature.  Carlyle. 
We  first  make  our  habits,  then  our  habits  make  us.  Dryden 
The  habits  of  time  are  the  soul's  dress  for  eternity.  Cheever. 
Men  are  but  children  of  a  larger  growth.  Dryden. 
How  use  doth  breed  a  habit  in  a  man!  Shakespeare. 
Habit  is  a  cable;  we  weave  a  thread  of  it  every  day  and  at  last  we 
cannot  break  it.    Horace  Mann. 

Ill  habits  gather  by  unseen  degrees; 

As  brooks  make  rivers,  rivers  run  to  seas. 

Dryden. 

The  chains  of  habit  are  generally  too  small  to  be  felt  until  they  are 
too  strong  to  be  broken.  Johnson. 

Bad  habits  are  as  infectious  by  example  as  the  plague  itself  by  con- 
tact. Fielding. 


136  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Sow  an  act  and  you  reap  a  habit;  sow  a  habit  and  you  reap  a  charac- 
ter, sow  a  character  and  you  reap  a  destiny.  Boardman. 

We  sleep,  but  the  loom  of  life  never  stops;  and  the  pattern  which 
was  weaving-  when  the  sun  went  down  is  weaving  v/hen  it  comes  up  to- 
morrow. Beecher. 

Habits,  though  in  their  commencement  like  the  filmy  line  of  the 
spider,  trembling  at  every  breeze,  may  in  the  end  prove  as  links  of  tem- 
pered steel,  binding  a  deathless  being  to  eternal  felicity  or  eternal  woe. 
Mrs.  Sigourney. 

Honesty. 

Boys,  keep  your  record  clean.  John  B .  Gough. 

An  honest  man's  the  noblest  work  of  God.  Pope. 

Dare  to  be  true;  nothing  can  need  a  lie.  Herbert, 

Falsehood  is  cowardice;  truth  is  courage.  Ballou. 

Truth  is  truth  whether  the  indivudal  man  believes  it  or  not.  Moody. 

The  first  and  worst  of  all  frauds  is  to  cheat  oneself.  Bailey. 

Nothing  is  at  last  sacred  but  the  integrity  of  our  own  minds. 

Emerson . 

You  measure  every  man's  honesty  by  your  own.  Anon. 
The  honest  man,  though  e'er  sae  poor. 
Is  king  of  men  for  a'  that. 

Burns. 

An  honest  man's  word  is  as  good  as  his  bond.  Cervantes. 

There  is  only  one  failure  in  life  possible,  and  that  is  not  to  be  true 
to  the  best  one  knows.  Farrar. 

Oh,  what  a  tangled  web  we  weave  when  first  we  practice  to  deceive. 
Scott. 

This  above  all — to  thine  own  self  be  true; 
And  it  shall  follow  as  the  night  the  day, 
Thou  canst  not  then  be  false  to  any  man. 

Shakespeare. 

Truth  crushed  to  earth  shall  rise  again; 
Th'  eternal  years  of  God  are  hers; 
But  error,  wounded,  writhes  in  pain 
And  dies  among  her  worshipers. 

Bryant. 

Kindness* 

Kindness  has  resistless  charms.    Rochester . 
With  malice  toward  none,  with  charity  for  all.  Lincoln. 
It  is  true  that  he  who  does  nothing  for  others,  does  nothing  for 
himself. 

Kind  hearts  are  more  than  coronets,  and  simple  faith  than  Norman 
blood,  Tennyson. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


137 


How  far  that  little  candle  throws  its  beams,— 
So  shines  a  g-ood  deed  in  a  naughty  world. 

Shakespeare. 

Kindness — a  language  which  the  dumb  can  speak  and  the  deaf  can 
understand.  Bovee. 

That  best  portion  of  a  good  man's  life, 

His  little  nameless,  unremembered  acts  of  kindness  and  of  love. 

JVords'u'orlh . 

Count  that  day  lost  whose  low  descending  sun, 
Views  from  thy  hand  no  worthy  action  done. 

Anon. 

There's  nothing  so  kingly  as  kindness. 
And  nothing  so  royal  as  truth. 

Anon. 

Be  good,  my  child,  and  let  who  will  be  clever; 

Do  noble  deeds,  not  dream  them,  all  day  long; 
And  so  make  life,  death,  and  that  vast  forever. 

One  grand,  sweet  song. 

Kingsley. 

In  simple  manners  all  the  secret  lies. 

Be  kind  and  virtuous,  you'll  be  blest  and  wise. 

Yomig. 

Life  is  not  so  short  but  that  there's  always  time  enough  for  courtesy. 
Emerson. 

Oh,  there  are  looks  and  tones  that  dart 
An  instant  sunshine  through  the  heart; 
As  if  the  soul  that  minute  caught 
Some  treasure  it  through  life  had  sought. 

Moore. 

About  Lincoln. 

Our  Country's  Martyr. 
He  lives  in  our  memories. 
Though  dead,  he  yet  speaketh. 
Freedom's  noblest  sacrifice. 

We  loved  him  much,  but  now  we  love  him  more. 

Faithful  to  right,  a  martyr  to  justice. 

He  saved  our  country  and  freed  a  race. 

With  malice  toward  none,  with  charity  for  all. 

We  honor  him  dead,  who  honored  us  while  living. 

The  poor  man's  champion  ;  the  people  mourn  him. 

Our  Union  cemented  in  patriot  blood  shall  stand  forever. 

He  won  the  wreath  of  fame. 

And  wrote  on  memory's  scroll  a  deathless  name. 

Abraham  Lincoln  is  dead,  but  his  principles  will  live  forever. 


138  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


By  Lincoln, 

The  Union  must  be  preserved. 

Fellow  citizens  we  cannot  escape  history. 

A  nation  may  be  said  to  consist  of  its  territory,  its  peopled  and  its 
laws. 

I  believe  this  government  cannot  permanently  endure  half  slave 
and  half  free. 

No  men  living-  are  more  worthy  to  be  trusted  than  those  who  toil 
up  from  poverty. 

I  claim  not  to  have  controlled  events,  but  confess  plainly  that 
events  have  controlled  me. 

If  our  sense  of  duty  forbid  slavery,  then  let  us  stand  by  our  duty, 
fearlessly  and  effectively. 

I  hope  peace  will  come  soon  and  come  to  stay,  and  so  come  as  to  be 
worth  the  keeping-  in  all  future  time. 

In  giving  freedom  to  the  slaves  we  assure  freedom  to  the  free,  hon- 
orable alike  in  what  we  give  and  what  we  preserve. 

Having  thus  chosen  our  course,  without  guile  and  with  pure  pur- 
pose, let  us  renew  our  trust  in  God  and  go  forward  without  fear  and 
with  manly  hearts. 

If  this  country  cannot  be  saved  without  giving  up  the  principle  of 
liberty,  I  was  about  to  say  I  would  rather  be  assassinated  on  this  spot 
than  surrender  it. 

To  sell  or  enslave  any  captured  person  on  account  of  his  color  and 
for  no  offense  against  the  laws  of  war,  is  a  relapse  into  barbarism  and  a 
crime  against  the  civilization  of  the  age. 

Do  not  worry,  eat  three  square  meals  a  day,  say  your  prayers,  be 
courteous  to  your  creditors,  keep  your  digestion  good,  steer  clear  of  bil- 
iousness, exercise,  go  slow  and  go  easy.  Maybe  there  are  other  things 
that  your  special  case  requires  to  make  you  happy,  but,  my  friend,  these 
I  reckon  will  give  you  a  good  lift. 

Gold  is  good  in  its  place;  but  living,  patriotic  men  are  better  than 
gold 

God  must  like  common  people  or  he  would  not  have  made  so  many. 

I  am  indeed  very  grateful  to  the  brave  men  who  have  been  strug- 
gling with  the  enemy  in  the  field. 

This  country,  with  its  institutions,  belongs  to  the  people  who  in- 
habit it. 

Let  us  have  that  faith  that  right  makes  might;  and  in  that  faith  let 
us,  to  the  end,  dare  to  do  our  duty  as  we  understand  it. 

The  reasonable  man  has  long  since  agreed  that  intemperance  is  one 
of  the  greatest,  if  not  the  greatest,  of  all  evils  among  mankind. 

The  purposes  of  the  almighty  are  perfect  and  must  prevail,  though 
we  erring  mortals  may  fail  to  accurately  perceive  them  in  advance. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  139 


Our  government  was  not  established  that  one  man  might  do  with 
himself  as  he  pleases,  and  with  another  man,  too.  I  say  that,  whereas 
God  Almighty  has  given  every  man  one  mouth  to  be  fed,  and  one  pair 
of  hands  adapted  to  furnish  food  for  that  mouth,  if  anything  can  be 
proved  to  be  the  will  of  Heaven,  it  is  proved  by  this  fact,  that  that 
mouth  is  to  be  fed  by  those  hands,  without  being  interfered  with  by  any 
other  man  who  has  also  his  mouth  to  feed  and  his  hands  to  labor  with. 
I  hold,  if  the  Almighty  had  ever  made  a  set  of  men  that  should  do  all 
of  the  eating  and  none  of  the  work,  he  would  have  made  them  with 
mouths  only  and  no  hands;  and  if  he  had  ever  made  another  class  that 
he  intended  should  do  all  the  work  and  none  of  the  eating,  he  would 
have  made  them  without  mouths  and  with  all  hands. 

Nature. 

If  there's  a  power  above  us  (and  that  there  is,  all  nature  cries  aloud 
through  all  her  works)  He  must  delight  in  virtue.  Addison. 

Go  forth  under  the  open  sky  and  list  to  Nature's  teachings.  Bryant. 

To  him  who  in  the  love  of  nature  holds  communion  with  her  visible 
forms,  she  speaks  a  various  language.  Bryant. 

No  tears  dim  the  sweet  look  that  Nature  wears.  Longfellow. 

O,  what  a  glory  doth  this  world  put  on  for  him,  who  with  a  fervent 
heart,  goes  forth  under  the  bright  and  glorious  sky,  and  looks  on  duties 
well  performed,  and  days  well  spent.  Longfellow. 

But  on  and  up  where  Nature's  heart  beats  strong  among  the  hills. 

Lord  Houghton. 

Accuse  not  Nature,  she  hath  done  her  part;  do  thou  but  thine. 

Milton. 

Let  us  a  little  permit  Nature  to  take  her  own  way;  she  better 
understands  her  own  affairs  than  we.  Montaigne. 
Nothing  in  nature  is  unbeautiful.  Tennyson. 

I  care  not.  Fortune,  what  you  me  deny; 
You  cannot  rob  me  of  free  Nature's  grace; 
You  cannot  shut  the  windows  of  the  sky; 
You  cannot  bar  my  constant  feet  to  trace 
The  woods  and  lawns,  by  living  stream,  at  eve. 

Thomson. 

Nature  never  did  betray  the  heart  that  loved  her.  Wordsworth. 

One  impulse  from  a  vernal  wood 

May  teach  you  more  of  man, 
Of  moral  evil  and  of  good 

That  all  the  sages  can. 

Wordsworth. 


140  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


There  is  a  pleasure  in  the  pathless  woods, 
There  is  a  rapture  on  the  lonely  shore, 
There  is  society  where  none  intrudes 
By  the  deep  sea  and  music  in  its  roar. 

Byron . 

Keep  a  heart  open  to  every  voice  from  field  and  wood  and  sky. 
Hamilton  W.  Mabie. 

Patriotism. 

America  means  opportunity.  Emerson. 

Liberty  and  Union,  now  and  forever,  one  and  inseparable.  Webster. 

Millions  for  defence,  but  not  one  cent  for  tribute!  Pinckney. 

The  patriot's  boast, — where'er  we  roam, 
His  first,  best  country  ever  is  at  home. 

Goldsmith. 

Patriotism  is  not  only  a  legitimate  sentiment,  but  a  duty.  King. 
We  join  ourselves  to  no  party  that  does  not  carry  the  flag:  and  keep 
step  to  the  music  of  the  Union.  Choate. 

There  is  a  higher  law  than  the  Constitution.  Seward. 

Where  law  ends,  tyranny  begins.  Pitt. 

A  poor  freedom  is  better  than  rich  slavery.  Beecher. 

One  country,  one  Constitution,  one  destiny.  Webster. 

I  regret  I  have  but  one  life  to  live  for  my  country.    Nathan  Hale. 

Let  us  have  peace.    U.  S.  Grant. 

Liberty  cannot  be  established  without  morality,  nor  morality  with- 
out faith.  Greely. 

The  noblest  motive  is  the  public  good.  Virgil. 
A  great  nation  is  made  only  by  worthy  citizens.    C.  D.  Warner. 
Liberty  is  not  the  right  of  one,  but  of  all.    Herbert  Spencer. 
Liberty  is  from  God;  liberties,  from  the  devil.  Auerbach. 
Whether  in  chains  or  in  laurels,  liberty  knows  nothing  but  victo- 
ries.   Wendell  Phillips. 

I  have  never  advocated  war  except  as  a  means  of  peace.    V.  S.  Grant. 

The  love  of  liberty,  with  life  is  given.    Dry  den. 

Slow  are  the  steps  of  freedom,  but  her  steps  never  turn  backward. 

/.  R.  Lowell. 

Death  never  comes  too  soon,  if  necessary,  in  defence  of  the  liberties 
of  our  country.  Story. 

Our  federal  union:  It  must  be  preserved.    Andrew  Jackson, 

One  on  God's  side  is  a  majority.    Wendell  Phillips. 


COURSE   OF  STUDY   FOR  COMMON  SCHOOLS. 


141 


I  care  not  what  course  others  may  take,  but  as  for  me,  give  me  lib- 
erty or  give  me  death.    Patrick  Henry, 

Authority  must  not  forgeit  humanity.  O^Reilly. 

The  men  who  have  changed  the  world,  with  the  world  have  dis- 
agreed. 0''Reilly. 

A  veteran  of  the  war  is  dearer  and  nearer  even  than  the  flag.  He 
is  a  living  flag,  starred  and  scarred.    O' Reilly. 

I  have  met  the  enemy  and  he  is  ours.    Commodore  Perry. 

Don't  give  up  the  ship.    CaptaiiL  Laivrence. 

He  serves  his  party  best  who  serves  his  country  best.  Rutherford 
B.  Hayes. 

The  union  of  hearts,  the  union  of  handsi  and  flag  of  the  Union  for- 
ever,   G.  P.  Morris.. 

Party  spirit  is  the  madness  of  many  for  the  gain  of  a  few.  Alexan- 
der Pope. 

I  require  no  guard  but  the  aff'ections  of  the  people.  Washington. 
Rebellion  to  tyrants  is  obedience  to  God.    Thomas  Jejferson. 
By  the  rude  bridge  that  arched  the  flood, 

Their  flag  to  April's  breeze  unfurled, 
Here  once  the  embattled  farmers  stood 
And  fired  the  shot  heard  round  the  world. 

Emerson . 

Up  with  our  banner  bright. 

Sprinkled  with  starry  light, 
Spread  its  fair  emblems  from  mountain  to  shore, 

While  through  the  sounding  sky. 

Loud  rings  the  nation's  cry, — 
Union  and  Liberty  !    One  evermore  ! 

Holmes. 

Breathes  there  a  man  with  soul  so  dead 
Who  never  to  himself  hath  said, 
"  This  is  my  own,  my  native  land  ? 

Scott. 

The  stability  of  this  government  and  the  unity  of  this  nation,  de- 
pend solely  on  the  cordial  support  and  the  earnest  loyalty  of  the  people. 
U.  S.  Grant. 

I  was  born  an  American,  I  live  an  American,  I  shall  die  an  Ameri- 
can; and  I  intend  to  perform  the  duties  incumbent  upon  me  in  that 
character  to  the  end  of  my  career.  Webster. 

This  nation  under  God  shall  have  a  new  birth  of  freedom;  and  that 
government  of  the  people,  by  the  people,  for  the  people,  shall  not  per- 
ish from  the  earth,  Lincoln. 


142  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


We  cannot  honor  our  country  with  too  deep  a  reverence;  we  cannot 
love  her  with  an  affection  too  pure  and  fervent;  we  cannot  serve  her 
with  an  energ-y  of  purpose  or  a  faithfulness  of  zeal  too  steadfast  and  ar- 
dent. Anon. 

Perseverance. 

I  will  find  a  way  or  make  one.  Hannibal. 

God  helps  them  that  help  themselves.  Franklin. 

All  that's  great  and  good  is  done  just  by  patient  trying. 

Phcebe  Gary. 

Be  firm!  One  constant  element  in  luck 
Is  genuine,  solid,  old  Teutonic  pluck. 

Holmes . 

The  men  who  try  to  do  something  and  fail  are  infinitely  better  than 
those  who  try  to  do  nothing  and  succeed.    Lloyd  Jones. 

We  shall  escape  the  uphill  by  never  turning  back.  Rossetti. 
In  the  lexicon  of  youth  which  fate  reserves  for  a  bright  manhood, 
there  is  no  such  word  as  fail!  Lytton. 

Attempt  the  end  and  never  stand  to  doubt; 
Nothing's  so  hard  but  search  will  find  it  out. 

Her  rick. 

Heaven  is  not  gained  at  a  single  bound, 
But  we  build  the  ladder  by  which  we  rise, 
From  the  lowly  earth  to  the  vaulted  skies, 
And  we  mount  to  its  summit  round  by  round, 

Holland. 

Perseverance,  dear  my  lord. 

Keeps  honor  bright;  to  have  done  is  to  hang 

Quite  out  of  fashion,  like  a  rusty  mail, 

In  monumental  mockery. 

Shakespeare. 

About  Washington. 

Eternity  alone  will  reveal  to  the  human  race  its  debt  of  gratitude  to 
th8  peerless  and  immortal  name  of  Washington.   James  A.  Garjield. 

When  the  corner-stone  of  the  Washington  monument  was  laid  Mr. 
Winthrop  said  :  Build  it  to  the  skies — you  cannot  outreach  the  loftiness 
of  his  principles;  found  it  upon  the  massive  and  eternal  rock — you  can- 
not make  it  more  enduring  than  his  fame;  construct  it  of  the  purest 
Parian  marble — you  cannot  make  it  purer  than  his  life." 

Webster  said:  "  America  has  furnished  to  the  world  the  character 
of  Washington;  if  our  American  institutions  had  done  nothing  else, 
that  alone  would  have  entitled  them  to  the  respect  of  mankind." 

Lord  Erskine  once  wrote  to  Washington:  "  You  are  the  only  being 
for  whom  I  have  an  awful  reverence." 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


143 


Lafayette,  when  speaking  of  his  friend  Washington,  once  said: 
''Never  did  I  behold  so  superb  a  man." 

He  changed  mankind's  ideas  of  political  greatness.    Fisher  Ames. 

Gladstone  called  Washington    the  purest  figure  in  history.'* 

When  war  with  France  seemed  imminent,  in  1798,  President  Adams 
wrote  to  Washington:  ''We  must  have  your  name,  if  you  will  permit  us 
to  use  it;  there  will  be  more  efficacy  in  it  than  in  many  an  army." 

Jefferson  once  wrote  to  Washington,  ''  The  confidence  of  the  whole 
nation  centers  in  you." 

At  one  time  in  the  House  of  Commons,  Charles  James  Fox,  in  speak- 
ing of  Washington,  called  him  ''that  illustrious  man,  before  whom  all 
borrowed  greatness  sinks  into  insignificance." 

The  fame  of  Washington  stands  apart  from  every  other  in  history, 
shining  with  a  truer  luster  and  more  benignant  glory.  Irving. 

The  republic  will  live  so  long  as  it  reveres  the  memory  and 
emulates  the  virtues  of  George  Washington.    Chauncey  Depeiu. 

By  "Washington. 

Speak  no  evil  of  the  absent,  for  that  is  unjust. 

The  love  of  my  country  will  be  the  ruling  influence  of  my  life. 

Be  not  forward,  but  friendly  and  courteous. 

Associate  yourself  with  men  of  good  quality,  if  you  esteem  your  own. 
reputation,  for  it  is  better  to  be  alone  than  in  bad  company. 

Be  not  hasty  to  believe  flying  reports  to  the  disparagement  of  any. 

Use  no  reproachful  language  against  anyone,  neither  curse  nor 
revile. 

When  another  speaks  be  attentive  yourself  and  disturb  not  the 
audience. 

When  you  speak  of  God  and  his  attributes,  let  it  be  seriously  and  in 
reverence. 

Undertake  not  what  you  cannot  perform,  but  be  careful  to  keep 
your  promise. 

Think  before  you  speak. 

Always  do  your  best. 

Always  speak  the  truth. 

Peace  with  all  the  earth  is  my  sincere  wish. 

Every  action  in  company  ought  to  be  with  some  sign  of  respect  to 
those  present. 

Wherein  you  reprove  another,  be  unblamable  yourself;  for  example 
is  better  than  precept. 

Labor  to  keep  in  your  heart  that  little  spark  of  celestial  fire  called 
conscience. 

Let  your  recreations  be  manful,  not  sinful. 

Seek  not  to  lessen  the  merits  of  others;  neither  give  more  than  due 
praise. 


144 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


PSYCHOLOGY   IN  EDUCATION. 


1.  The  purpose  of  intellectual  training  is  to  acquire  power 
through  kfiowledge  and  exercise. 

2.  To  acquire  facts  and  to  exercise  the  mental  faculties  is  the 
work  of  all  grades  from  the  primary  schools  to  the  higher  insti- 
tutions of  learning. 

3.  To  teach  successfully  a  teacher  must  know 

(1)  The  subject  taught. 

(2)  The  nature  of  the  mental  faculties. 

(3)  The  relation  of  the  studies  pursued  to  the  mental 
faculties. 

4.  A  teacher  should  consider  not  only  the  intellectual 
tendencies,  but  the  prevailing  sensibilities  also,  which  have  to 
do  with  making  study  and  teaching  pleasant. 

5.  Education  demands  the  exercise  of  the  will,  even  at  the 
expense  of  pain  and  fatigue. 

6.  School  work  should  exercise  all  the  faculties  in  the  nat- 
ural order  of  their  development,  and  a  course  of  study  should 
be  arranged  to  do  this  in  the  most  effective  way. 

7.  For  the  highest  education  of  the  senses  they  must  be 

(1)  In  good  health,  and 

(2)  Constantly  exercised. 

8.  The  reason,  judgment  and  ethical  faculties  are  reached 
through  the  senses. 

9.  Abstract  qualities  should  be  reached  by  object  lessons, 
and  should  be  taught  subsequent  to  them. 


ELEMENTS  OF  PSYCHOLOGY. 


1.  Mind  is  that  which  knows,  feels,  and  wills. 

2.  Psychology  is  the  science  which  treats  of  the  mind  and 
its  activities.  By  mind  is  meant  the  soul,  that  is,  the  intellectual 
and  spiritual  part  of  man. 

3.  Psychology  is  of  use  to  teachers  (i)  As  a  culture  study, 
(2)  As  a  means  to  understand  the  motives  and  possibilities  of 
children  in  their  mental  development,  (3)  As  a  guide  in  bringing 


COURSE  OF   STUDY  FOR  COMMON  SCHOOLS. 


H5 


a  child's  mind  in  touch  with  the  subjects  used  to  develop  mental 
powers. 

4.  The  methods  of  studying  Psychology  are  (i)  Self-ex- 
amination, or  reflection  upon  one's  own  mental  acts  and  motives. 
This  method  is  often  unreliable,  since  the  mind  cannot  be  oc- 
cupied with  intense  activity,  and  at  the  same  time  turn  upon 
itself.  The  moment  a  person  stops  to  analyze  an  impulse  of 
anger,  the  anger  subsides.  The  monkey  never  finds  his  image 
behind  the  mirror.  Experiences  must  therefore  be  analvzed 
from  memory,  which  is  often  dimmed  by  time.  (2)  Observa- 
tion of  others.  This  method  is  often  used  in  a  way  which  mis- 
leads the  investigator,  from  the  tendency  to  judge  of  a  mental 
act  from  the  immediate  environment.  To  make  safe  generaliza- 
tions, extended  observations  must  be  made,  covering  the  various 
periods  of  life  and  the  varying  conditions  of  living.  (3)  Study 
of  literature  and  text-books.  This  method  of  study  is  often  un- 
fruitful, because  the  reader  is  unable  to  interpret  a  writer's 
words.  ]\Iany  arguments  and  misunderstandings  arise  between 
persons  because  they  do  not  place  the  same  meaning  upon 
same  words.  This  is  more  likely  to  occur  in  the  use  of  psvcho- 
logical  terms,  and  the  greatest  amount  of  care  should  be  ex- 
ercised in  discovering  the  exact  definition  of  words  used  in  the 
discussion  of  mental  phenomena.  The  study  of  general  literature 
is  quite  valuable  in  conveying  to  the  reader  a  picture  of  human 
nature  in  its  various  phases,  and  under  proper  instruction  it 
becomes  a  reliable  guide  to  psychological  processes.  Wide 
reading  and  constant  reference  to  good  dictionaries  are  necessary 
to  secure  the  best  psychological  knowledge  from  the  studv  of 
books.  And  as  great  historical  epochs  are  brought  about  fr^m 
psychological  causes,  a  broad  knowledge  of  historical  facts  is 
necessary  to  understand  well  any  one  period,  its  causes,  relations, 
and  results.  (4)  Physiological  experiment.  The  studv  of  the 
nervous  system  both  of  man  and  of  other  animals  reveals  many 
interesting  facts  which  assist  the  scientist  to  reach  proper  con- 
clusions. The  interdependence  of  mind  and  body  renders  it 
imperatively  necessary  to  know  something  of  the  bodv  to 
understand  the  operations  of  the  mind. 

— 10 


146 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Queries.  —  i.    What  do  you  mean  by  psychology?  By  mind? 

2.  Of  what  use  to  a  teacher  is  psychology? 

3.  Name  four  methods  of  studying  psychology. 

4.  Are  you  able  to  analyze  your  impulse  of  anger  and  to  feel 
angr}^  at  the  same  time? 

5.  Have  the  lower  animals  a  mind?    Have  they  reason? 

6.  Is  it  safe  to  base  psychology  on  self-experience  alone? 
Do  we  measure  psychology  by  ourselves,  or  do  we  measure  our- 
selves by  psychology? 

7.  Is  it  psychologically  possible  for  a  follower  of  Hamilton 
to  judge  Jefferson  aright,  and  vice  versa?  Is  it  possible  for  a 
Filipino  to  judge  civilization  from  an  American  standpoint? 
How  are  psychology  and  history  related  ? 

8.  Give  an  illustration  of  the  effect  of  bodily  condition  on 
mental  action,  and  of  mental  condition  on  bodily  action. 


RELATIONS   BETWEEN   THE   BODY   AND  MIND. 

1.  Bodily  excitations,  by  means  of  afferent  nerves,  are 
carried  to  the  brain,  and  when  they  are  received  by  the  mind, 
are  called  sensatio?is. 

The  mind,  in  turn,  is  expressed  and  interpreted  by  means  of 
physical  action.  A  knowledge  of  the  physiology  and  hygiene  of 
the  human  body  is  necessary  to  an  understanding  of  mental 
phenomena.  See  a  text  in  physiology  for  details  about  the 
nervous  system  and  special  sense  organs. 

2.  Good  health  is  the  first  essential  to  good  viental  action.  A 
sound  mind  in  a  sound  body — this  is  the  short  but  complete 
definition  of  happiness  in  this  world,"  said  John  Locke. 

3.  The  physical  growth  of  children  should  be  co7isidered  i7i  rela- 
tio7i  to  their  school  work.  Bodily  habits  which  tend  to  dcA^elop 
health  and  growth  should  be  encouraged,  and  the  child  should  be 
protected  from  habits  and  conditions  which  tend  to  debilitate 
the  mind,  impair  the  body,  or  dull  the  moral  sense. 

4.  Temperance  —  moderation  — in  exercise,  dress,  and  diet  is 
necessary  for  the  best  mental  action.  Healthy  organic  action 
results  from   proper  exercise,  while  over  exertion  results  in 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


147 


fatigue.  The  dress  often  diverts  the  mind  by  painful  annoy- 
ance, and  when  it  is  not  regulated  according  to  the  climatic 
conditions,  disease  often  results.  It  is  also  a  well  known  fact 
that  over-eating  or  hunger  disturbs  the  mind  and  hinders  con- 
secutive and  accurate  thmking. 

5.  Ventilation  a7id  heating  of  the  school  roof?i  has  an  immediate 
relation  to  a  piipir s  progress.  A  room  with  poor  light,  foul  air, 
and  a  temperature  too  cold  or  too  warm,  will  be  poorly  dis- 
ciplined and  poorly  taught. 

6.  The  mental  conditions  modify  the  action  of  the  organs  of 
the  body,  and  thereby  affect  the  health.  The  influence  of 
interest,  joy,  grief,  surprise,  and  other  emotions  upon  the  heart- 
action,  digestion,  and  nervous  action,  comes  within  the  ex- 
perience of  every  teacher  and  observer. 

Queries. — i.  Can  a  hungry  child  be  readily  interested  in  his 
lesson? 

2.  In  what  ways  can  the  dress  of  children  impair  their 
ability  to  learn  readily? 

3.  Can  pupils  play  so  vigorously  as  to  become  fatigued  and 
unable  to  do  their  class  work? 

4.  Should  a  child  be  required  to  study  a  lesson  when  in 
fright  or  grief  ? 

5.  State  some  practical  principles  which  govern  a  teacher 
in  caring  for  the  proper  relation  between  a  child's  body  and 
mind. 


ATTENTION. 


1.  Attention  is  the  direction  of  the  mind  to  some  object  or 
subject.  It  is  concentrated  consciousness.  Just  as  the  lens 
concentrates  the  sun's  rays  into  a  burning  focus,  so  the  powder 
of  attention  brings  the  consciousness  upon  a  central  object  and 
emphasizes  the  perception. 

2.  There  are  three  forms  of  attention:  (i)  Passive  atten- 
tion, sometimes  called  non-voluntary  attention,  resulting  from 
stimulus  or  attraction  which  demands  our  attention  without 
effort  on  our  part.     (2)    Active  attention,  also  called  voluntary 


148  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


attention,  resulting  from  the  direction  by  the  will.  (3)  Second- 
ary-passive attention,  being  that  state  of  mind  in  which  acts  are 
performed  without  great  effort  as  a  result  of  habit.  The  general 
law  of  habit,  that  "  every  time  an  act  is  repeated  it  is  performed 
with  greater  facility  than  before  under  the  same  circumstances," 
arises  from  this  stage  of  attention,  wherein  acts  become  auto- 
matic, as  in  the  case  of  walking,  piano  playing,  etc. 

3.  Intensified  attention  to  one  object  excludes  consideration 
of  other  objects.  This  enables  a  person  to  attend  to  a  single 
duty  in  the  midst  of  noise  and  confusion.  It  gives  rise  to  ''ab- 
sent-mindedness." 

4.  Attention  depends  upon  the  (i)  condition  of  the  nervous 
system,  and  (2)  the  stimulus  which  excites  it.  A  tired  brain 
cannot  give  concentrated  attention,  nor  can  a  pupil  attend 
to  a  lesson  when  he  is  annoyed  by  a  cold  room  or  foul  air.  The 
stimulus  attracts  the  attention  according  to  its  intensity.  A 
vivid  flash  of  lightning  or  an  unexpected  cannon  shot  will  com- 
mand the  attention  much  better  than  a  burning  match  or  a 
pistol  shot. 

5.  A  stimulus  may  be  external,  appealing  to  the  senses,  or 
it  may  be  internal,  appealing  to  the  motives  and  ideals  of  the 
mind.  The  first  holds  the  attention  of  children,  the  second 
becomes  effective  with  age  and  education. 

6.  The  stimuli  of  attention  in  the  order  of  their  importance, 
from  infancy  to  maturity,  are  (i)  objects  of  novelty  and  variety, 
(2)  objects  of  contrast,  (3)  objects  adapted  to  experience,  (4) 
objects  arousing  curiosity,  (5)  interest  excited  by  the  beautiful, 
(6)  utility  or  self-interest,  (7)  enthusiasm  imparted  by  associates, 
(8)  approbation  of  friends  and  society,  (9)  will-power  directing 
the  mind  into  unknown  fields,^  (10)  sense  of  duty. 

7.  Voluntary  attention  matures  into  fixed  habits,  both  of 
body  and  mind.  A  dull  mind,  with  the  habit  of  prolonged  at- 
tention will  achieve  more  than  a  brilliant  mind  without  the 
habit  of  sustained  appHcation. 

Queries. — i.  What  do  you  mean  by  an  "  absent-minded  " 
person? 

2.    Can  the  mind  attend  to  more  than  one  thing  at  a  time? 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


149 


3.  What  kind  of  attention  would  be  given  to  a  runaway 
team  on  the  street? 

4.  Does  attention  differ  from  reflection? 

5.  Does  attention  differ  from  observation? 

6.  How  is  perception  affected  by  attention? 

7.  How  is  our  memor}^  affected  by  our  attention? 

8.  How  is  our  reason  affected  by  our  attention? 

9.  How  is  our  emotional  life  affected  by  our  attention? 

10  What  is  meant  by  a  teacher's  request,  ''Pupils,  please 
give  me  your  attention?  " 

11.  What  was  wrong  with  the  teacher  of  whom  his  pupils 
said,  "We  all  hated  him,  but  he  was  the  best  teacher  we  ever 
had?" 

12.  Explain  the  interest  attached  to  hidden  "  puzzle  "  pict- 
ures. 

13.  Explain  the  effect  of  diverting  the  attention  of  a  crying 
child. 

14.  Give  some  historic  examples  of  wonderful  attention. 


MEMORY. 


1.  Memory  is  the  power  of  mind  to  retain  the  perceptions  of 
the  mind,  to  reproduce  them,  to  recognize  them,  and  to  locate 
them  with  reference  to  time  and  place. 

2.  The  power  to  retain  experiences  is  not  considered  by  all 
psychologists  alike.  Some  beheve  that  an  idea  is  stored  up  in 
the  mind,  and  may  be  brought  to  the  surface  at  intervals  by 
circumstance  or  by  will,  as  a  picture  or  a  book  may  be  found 
among  others  of  a  package.  Others  believe  that  a  perception  or 
experience  is  not  so  much  a  fact  as  it  is  a  facility,  or  power  to 
act.  They  say  that  we  remember  just  as  we  play  the  piano — by 
practice;  and  that  percepts  have  no  existence  apart  from  the 
action  of  mind,  just  as  a  piece  of  music  does  not  exist  until  the 
player  plies  her  nimble  fingers  to  the  instrument. 

3.  The  power  to  reproduce  real  experience  does  not  exist.  It  is 
but  the  image  which  is  represented.  This  reproduction  is  of 
various  degrees  of  distinctness,  however,  and  in  some  cases  it 


150  COURSE  OP  STUDY  FOR  COMMON  SCHOOLS. 


would  appear  that  an  original  experience  is  reproduced.  Such 
is  the  case  when  a  timid  person  believes  that  he  sees  some 
animal  at  night;  or  in  case  of  hallucination  and  insanity,  when 
imaginary  things  and  events  appear  to  the  mind.  The  varying 
degrees  of  distinctness  with  which  an  image  is  reproduced  gives 
rise  to  many  cases  of  forgetfulness,  of  mistakes,  and  of  conflict- 
ing testimony.  One  person  may  have  his  mind  turned  with 
intensity  to  an  act,  and  some  event  takes  him  from  it.  After- 
ward he  believes  that  he  performed  the  act.  Internal  tendencies 
of  the  mind  indicate  that  he  did.  But  another  person  knows 
that  he  did  not.     He  is  honestly  mistaken. 

4.  The  repj'-oduction  of  a  percept  depeitds  upon  (i)  The  inter- 
val of  time  elapsing  since  the  experience.  Under  similar  circum- 
stances recent  events  are  remembered  more  distinctly  than 
events  of  long  ago.  (2)  The  intensity  of  the  stimulus  which 
directed  the  attention.  (3)  The  repetition  of  the  perception. 
The  law  of  habit  obtains  with  the  cultivation  of  memory. 
(4)  Association  of  percepts.  This  association  depends  upon 
(a)  similarity,  (b)  contrast,  (c)  and  contiguity  of  time  or 
place. 

5.  The  intellectual  and  emotional  nature  of  the  individual  has 
much  to  do  with  the  power  of  memory.  A  person  with  a  pre- 
disposition for  natural  science  will  remember  minute  details 
relating  to  an  animal  or  plant,  while  another  given  to  mathematics 
will  soon  forget  the  beauty  of  the  lilies  "  and  instead  will  com- 
pute the  movement  of  the  stars. 

6.  There  are  also  different  kinds  of  memory  arising  from  the 
sensations  experienced.  One  person  remembers  what  he  sees, 
another  what  he  hears.  It  is  said  that  Napoleon  desired  to  hear 
a  name  spoken,  and  to  see  it  written,  and  that  he  scarcely  ever 
forgot  the  name  so  learned.  And  the  more  of  the  senses 
brought  to  bear  on  an  object,  the  more  vivid  will  be  the 
memory. 

7.  Memory  may  be  cultivated  (i)  By  concentration  of  atten- 
tion. The  subject  of  drawing  is  of  special  value  in  teaching  any 
subject,  as  the  attention  must  be  concentrated  to  make  a  sketch 
of  an  object  studied.     (2)  By  observation  of  the  laws  of  health. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


151 


All  powers  of  the  mind  operate  best  in  a  healthy  body.  (3)  By 
observation  of  objects  as  co-related  with  other  objects.  This 
implies  a  close  study  of  each  subject,  and  leads  to  the 
Herbartian  doctrine  of  apperception.  (4)  By  association  of  ex- 
periences from  a  logical  stand  point.  A  system  of  mnemonics 
may  help  the  memory  in  some  degree,  but  the  safest  aid  in 
remembering  a  subject  is  to  understand  it  thoroughly.  A  logical 
mastery  of  a  propositio7i  is  the  best  assurance  of  remembering  it. 
(5)  By  stud3^ing  a  subject  from  the  standpoint  of  utility.  In  this 
respect  applied  science  is  fast  becoming  the  leading  feature  of 
our  modern  education.  Students  attend  to  it,  perceive  it  more 
vividly,  and  remember  it  more  distinctly,  because  it  has  a  direct 
bearing  upon  their  life  work.  (6)  By  memorizing  some  literary 
gem,  prose  or  verse,  each  day.  (7)  By  narrating  in  detail  the 
incidents  of  a  trip  or  experience  of  a  day.  (8)  By  wTitmg  out- 
lines of  articles  read  or  lectures  heard.  (9)  By  recalling  visual 
images,  making  them  as  vivid  as  possible.  (10)  By  trusting 
memory  in  the  routine  duties  of  the  day. 

Queries. — i.  Is  reading  aloud  ever  an  assistance  in  stud5ang 
a  lesson? 

2.  Is  a  written  outline  of  a  lesson  helpful  to  the  memory? 

3.  How^  is  the  method  of  questioning  a  class  helpful  to  a 
pupil's  memory? 

4.  Account  for  the  conflicting  testimony  of  honest  witnesses 
at  a  court  trial? 

5.  Can  the  memory  be  over-taxed? 

6.  Some  persons  tell  a  story  by  giving  tiresome  details; 
others  give  the  related  parts  without  the  details.  What  is  the 
psychological  cause  for  the  different  style  of  narration? 

7.  Show  the  relation  of  "'eye-memory"  and  "  ear-memory" 
to  the  questions  of  teaching  spelling. 

8.  Explain  the  term  apperception  "  in  relation  to  the 
course  of  study  for  a  public  school. 

9.  By  what  means  do  you  remember  a  w^ater-melon  ? 

10.  Give  historic  examples  of  remarkable  memory. 

11.  Why  do  some  children  appear  to  understand  a  lesson 
quickly,  and  so  soon  forget  it? 


152  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


IMAGINATION. 

1.  Imagination  is  the  power  of  the  mind  to  form  the  mental 
picture,  or  to  reproduce  ideas,  of  things  not  present. 

2.  Reproductive  imagination  is  that  by  which  images  are 
reproduced  as  they  actually  did  exist. 

3.  Constructive  imagination  is  that  by  which  images  are 
combined  into  new  images  which  never  did  exist  in  reality. 

4.  Reproductive  imagination  is  less  than  memory.  Memory 
will  recognize  an  object  when  it  is  brought  to  the  attention,  just 
as  a  person  remembers  having  seen  some  book  which  is  shown 
him.  Imagination  recalls  the  image  of  the  book  without  the 
presence  of  the  book.  Memory  is  the  power  to  retain,  to  re- 
produce, to  recognize,  and  to  locate  with  reference  to  time  and 
place,  the  perceptions  of  the  mind;  imagination  consists  in  tlie 
power  to  retain  and  to  reproduce. 

5.  Imagination  is  usually  directed  by  the  will.  If  not,  and  it 
is  allowed  to  run  riot  with  no  guidance,  it  becomes  fancy,  or 
phantasy,  and  sometimes  drea?ns  and  hallucinations. 

6.  Imagination  is  an  ally  to  the  intellect,  and  gives  to  the 
mind  the  complete  relations  of  any  proposition  which  may  be 
presented.  Imagination  creates  hypotheses  by  which  great 
problems  are  solved. 

7.  Imagination  largely  determines  the  emotions  and  feelings  of 
an  individual.  By  one's  reveries,  if  they  could  be  pictured, 
would  real  character  be  shown.  Also,  one's  feelings  control  the 
imagination;  and  physical  disorder  leads  men  to  imagine  false 
things  about  their  best  friends. 

8.  Imagination  largely  determines  one's  belief.  The  bitter 
partisan  imagines  the  beauties  of  his  theories,  and  is  prone  to 
read  only  his  side  of  the  question.  He  is  thereby  not  qualified 
to  give  an  unbiased  judgment  of  the  facts. 

9.  Imagination  largely  determines  one's  action.  An  act,  un- 
less it  be  a  rash  one,  is  done  or  is  not  done  because  of  its  con- 
sequences.    The  consequences  can  seldom  be  known,  but  must 


COURSE   OF  STUDY   FOR  COMMON  SCHOOLS. 


153 


be  imagined.  The  habit  of  realizing  the  results  of  actions  will 
make  of  any  person  a  thoughtful  citizen. 

10.  Imagination  is  of  great  use  to  writers  and  speakers  in 
giving  vividjtess  to  expression.  By  it  the  great  creations  of  litera- 
ture and  art  have  been  effected.  It  is  of  great  use  to  the  inventor, 
who  builds  by  his  imagination  the  machine  which  revolutionizes 
the  social  conditions  of  the  world.  It  is  of  great  use  to  the 
statesman  who  images  the  conditions  which  his  theories  would 
bring,  and  enthusiastically  creates  public  opinion  in  favor  of  his 
measures.  It  is  of  great  use  to  the  student  of  nature  and  to  the 
scientific  investigator,  who  follow  their  imagination  in  pursuing 
their  researches,  until  some  scientific  principle  is  established. 

11.  Imagination  may  be  used  harmfully  by  following  the  in- 
clination to  speculate  or  take  chances  upon  imaginary  results. 
The  gaming  table  and  lottery  inflame  the  imagination,  and  lead 
to  ruin,  because  the  imagination  pictures  results  which  are  by 
the  nature  of  the  case  impossible.  Much  reading  of  fiction 
often  leads  to  day  dreaming,  and  false  emotion,  which  weaken 
the  will,  and  hinder  prompt  decisive  action. 

12.  Imagination  may  be  cultivated — 

1.  By  forming  clear  and  definite  images. 

2.  By  oral  discription  of  experiences. 

3.  By  oral  review  of  literary  selections  read. 

4.  By  written  composition  on  stories  read  or  scenes  vis- 
ited. 

5.  By  imaginative  descriptions  of  persons  and  places. 

Queries. — i.  What  is  the  meaning  of  "the  ideal"  as  com- 
pared with  "the  practical?" 

2.  What  relation  has  the  imagination  to  good  taste? 

3.  What  relation  has  a  child's  imagination  to  the  sense  of 
truth  and  falsehood? 

4.  In  what  way  may  the  imagination  degrade  the  mind? 

5.  In  what  way  do  you  justify  the  "  Santa  Claus  "  delusion 
as  to  the  effect  on  the  imagination? 


154  COURSE  OF   STUDY   FOR  COMMON  SCHOOLS. 


THINKING. 

1.  Thinking  is  the  operation  of  the  mind  by  which  it  acts 
upon  mental  phenomena,  presented  through  sensation  and  per- 
ception, and  comes  into  possession  of  new  knowledge.  The 
processes  of  working  over  the  "  raw  material  "  is  called  thinking, 
and  the  product  is  called  thought.  Thinking  thus  becomes  the 
observation  of  the  relations  between  ideas  or  objects. 

2.  Thinking  consists  of  conception,  judgment,  and  reason. 
Conceptio?i  is  the  process  of  combining  the  qualities  common  to 
several  objects  into  a  general  notion,  or  "unit  of  knowledge." 
Conception  should  be  clear  and  distinct.  This  clearness  may 
be  cultivated  by  the  study  of  exact  definitions  and  descriptions. 
The  power  to  form  clear  concepts  enables  a  student  to  classify 
facts,  and  to  understand  mental  phenomena  in  their  proper 
relations.  Clear  concepts  are  essential  to  a  scientific  knowledge 
of  any  subject. 

3.  Judgment  is  the  act  of  comparing  concepts,  and  affirming 
that  they  agree  or  disagree.  This  judgment,  expressed  in 
language,  is  a  proposition. 

4.  Reasoning  is  the  process  by  which  the  mind  derives  one 
judgment  from  another.  Thus  if  one  sees  a  plowed  field,  the 
first  judgment  is,  "  The  field  is  plowed;"  another  immediately 
follows,  "  Some  one  plowed  the  field."  Or  if  a  man  is  seen  in 
the  city  on  Monday  and  in  the  country  on  Sunday,  it  is  known 
that  he  came  from  the  country  to  the  city. 

5.  There  are  two  kinds  of  reasoning,  deductive  and 
inductive. 

6.  Deductive  reasoning  applies  a  general  truth  to  a  particu- 
lar instance.  It  assumes  the  form  of  what  is  named  a  syllogism, 
which  is  composed  of  three  parts;  a  major  premise,  a  minor 
premise  and  a  conclusion.     Thus  : 

All  animals  have  the  power  to  move. 

This  object  is  an  animal. 

This  object  has  power  to  move. 
Much  of  our  reasoning  is  of  this  nature,  the  major  premise 
having  been  given  us  from  axiomatic  truths,  opinion  of  others, 
personal  prejudice,  or  experience. 


COURSE  OF   STUDY  FOR  COMMON  SCHOOLS. 


155 


7.  Inductive  reasoning  is  the  process  by  which  general 
principles  are  derived  from  the  observation  of  several  particular 
facts.  Thus: 

The  air  in  this  inverted  tube  expands  when  heated,  as  shown 
by  the  bubbles  driven  out  through  the  water.  The  water  in  a 
full  kettle  runs  over  when  heated.  This  wire  grows  longer  when 
heated.     Heat  expands  bodies. 

After  the  general  principles  are  established,  the}^  become  pre- 
mises for  deductive  reasoning. 

8.  It  is  seen  that  the  inductive  process  is  the  one  by  which 
new  principles  are  discovered,  new  experiments  are  made,  new 
research  is  carried  on.  When  due  consideration  is  given  to  the 
subject,  it  is  seen  that  men  are  given  most  to  the  deductive 
form,  basing  belief  upon  the  judgments  of  the  past  generations. 
Thus  the  habit  of  conservatism  becomes  fixed,  and  it  is  very 
difficult  to  lead  the  world  to  take  on  new  thought.  Great 
thinkers  of  all  ages  are  not  appreciated  by  their  own  generation. 
Witness  Socrates,  Jesus  Christ,  Spinoza,  Savonarola,  Luther, 
Bacon,  Galileo,  Columbus.  Garrison,  and  others. 

9.  Inductive  reason  takes  the  form  of  probability,  as  it 
begins  with  certain  facts,  and  step  by  step  approaches  assurance 
and  certainty.  The  conclusion  may  not  be  mathematically 
sure,  but  the  degree  of  certaint}^  is  such,  in  man}-  cases,  that  to 
doubt  the  truth  of  the  conclusions  would  indicate  imbecilitv. 

Conclusions  are  based  on  analogy,  experience,  and  testimony. 
From  some  resemblance,  conclusions  are  reached  by  analogy. 
That  is,  if  two  things  resemble  each  other  in  some  respects,  a 
proposition  which  is  true  of  one  is  probabh"  true  of  the  other. 

Certain  phenomena  occur  in  connection  with  some  personal 
experience.  Similar  experience  at  another  time  will  probably 
be  attended  by  similar  phenomena. 

]\Ien  usually  tell  the  truth  to  others.  Therefore  conclusions 
are  probably  true  when  reached  from  the  testimonv  of  others. 

Circumstantial  evidence  also  leads  to  conclusions  probably 
true,  when  there  are  no  other  circumstances  which  can  account 
for  the  thing  to  be  proven,  and  when  the  circumstances  pre- 
sented do  of  themselves  account  for  it. 


156  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


10.  Errors  in  reason  are  caused  chiefly  by  basing  deductions 
upon  false  premises,  or  by  leaping  to  hasty  conclusions  by 
induction.  Great  leaders  differ  upon  great  questions,  largely  as 
the  result  of  degrees  of  information,  and  discuss  the  question 
from  false  premises,  because  of  a  lack  of  knowledge.  The 
inexperienced,  especially  children,  reach  conclusions  inductively 
from  facts  too  few  to  justify  a  safe  result.  It  therefore  requires 
a  thorough  education,  and  wide  personal  experience  with  the 
world,  to  become  a  good  reasoner. 

11.  The  reason  may  be  cultivated  by  (i)  Any  concentration 
of  mind.  (2)  The  study  of  relations,  in  any  subject  investigated; 
classification.  (3)  The  study  of  analogies.  (4)  The  study  of 
language,  for  clear  concepts  and  exact  definitions.  (5)  Self- 
examination  as  to  our  beliefs  and  statements,  to  insure  a  safe 
basis  on  which  to  base  a  conclusion.  (6)  Self-examination  as 
to  the  effect  of  bias  or  prejudice  upon  our  opinions  or  con- 
clusions. (7)  Search  for  a  knowledge  of  all  the  facts  related  to 
the  thing  under  consideration. 

Queries. — i.  Why  does  a  child  depend  upon  the  judgment 
of  the  teacher  or  parent,  without  investigation? 

2.  Illustrate  how  a  lack  of  details  may  lead  to  erroneous 
thinking. 

3.  Is  a  child's  moral  convictions  formed  by  thought,  or  by 
emotions? 

4.  Can  we  form  a  habit  of  doubting  to  such  an  extent  as  to 
doubt  our  senses? 

5.  Can  we  suspend  belief,  or  refuse  to  come  to  any  con- 
clusions regarding  any  well  defined  experience? 

6.  What  relation  exists  between  reason  and  imagination? 


FEELINGS,  OR  SENSIBILITIES. 

I.  Physical  sensations  are  reactions  by  the  mind  upon 
some  stimulation  or  excitation  of  some  part  of  the  nervous 
system.  Emotional  feelings  are  such  as  arise  from  conscious- 
ness of  some  knowledge  or  some  condition.  The  sensibilities, 
considered  psychologically,  are  chiefly  the  emotional  feelings. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


157 


2.  The  emotions  which  spring  up  spontaneously  are  called 
instinctive  feelings;  those  which  arise  from  knowledge  or  reflec- 
tion are  called  rational  feelings.  If  a  person's  knowledge 
excites  some  pleasurable  emotion  the  person  is  ''interested." 
Interest  is  the  harmonious  blending  of  thought  and  emotion.  If 
there  is  no  blending,  there  is  no  interest.  If  there  is  positive 
friction,  there  arises  dislike,  and  even  hatred. 

The  intellect  may  be  so  interested  in  a  subject  that  all  emo- 
tion is  excluded,  just  as  an  absent-minded  man  loses  the  ordinary 
sensibilities  when  engaged  in  an  absorbing  subject.  Also,  the 
emotions  may  be  so  exclusively  in  control  of  the  mind  that 
reason  is  excluded.  Neither  thought  nor  feehng  should  be  so 
intense  as  to  exclude  the  other. 

Feelifig  exerted  is  transformed  into  action.  They  thus  be- 
come the  motives  of  huma?i  co?iduct,  and  the  basis  of  moral  char- 
acter. 

3.  The  emotions  are  not  susceptible  of  an  exact  classifica- 
tion, but  are  divided  by  good  authority  into  the  following 
classes: 

4.  Egoistic,  having  to  do  with  the  self  and  self-interest. 
These  emotions  are  joy,  contentment,  pride,  hope,  and  their 
opposites. 

5.  Altruistic,  love,  sympathy,  fraternity,  and  their  opposite, 
having  to  do  not  for  self,  but  "for  the  other  fellow." 

6.  Intellectual,  such  as  curiosity,  sense  of  intellectual  power, 
love  for  truth. 

7.  Esthetic,  the  sense  of  the  sublime,  the  beautiful,  and 
the  humorous. 

8.  Ethical,  the  feeling  of  right  and  wrong,  sense  of  justice, 
duty  and  obligation.  From  these  emotions  arise  what  is  known 
as  conscience,  the  arbiter  of  human  ideals. 

9.  Also  the  desires  of  life,  property,  power,  excellence,  approb- 
ation, etc.  These  desires  are  partly  instinctive,  partly  intellect- 
ual, and  partly  the  result  of  instinct  and  thought  combined. 
They  are  intensified  by  perception  and  imagination. 

10.  Applications  to  Teaching. 

1.  Mental  activity  is  pleasant,  mental  inaction  is  pain. 

2.  Pleasing  emotions  react  and  lead  to  action. 


158  COURSE  OF   STUDY  FOR  COMMON  SCHOOLS. 


3.  Teachers  should  be  pleasant,  make  school  pleasant, 
make  work  pleasant. 

4.  Encourage  self-esteem,  depress  vanity.  Self— con- 
fidence and  hope  are  fundamental  requisites  to 
growth  and  usefulness. 

5.  Exercise  the  altruistic  emotions  of  love  and  sympathy. 
Exemplify  the  ''brotherhood  of  man"  by  daily  life 
with  children.  Repress  hate,  hold  a  ''righteous  in- 
dignation" for  wrong  action,  but  love  the  actor. 
"  Love  your  neighbor  as  yourself." 

6.  Feed  the  impulse  of  curiosity  until  fundamental 
principles  are  discovered  and  mastered.  Use  any 
successful  motive  to  induce  mental  action,  but  lead 
to  the  higher  motive  of  ti'uth  for  its  own  sake. 

7.  Cultivate  the  love  for  the  beautiful  and  sublime.  Be 
neat  in  person,  keep  a  neat  desk,  a  neat  room,  and 
inspire  attention  for  the  beauties  of  nature.  Drive 
out  the  "  blues  "  by  the  exercise  of  humor  and  sense 
of  the  ludicrous.  "  Laugh  and  the  world  laughs 
with  you." 

8.  Remember  that  emotions  are  dulled  by  monotonous 
repetition.  Vary  work  and  play.  Do  not  blame  too 
often,  or  reproof  will  lose  its  effect.  Do  not  praise 
too  often,  or  praise  will  become  flattery. 

g.  Remember  that  the  ethical  emotions  come  with  matur- 
ity. A  child  has  not  the  developed  sense  of  right  and 
wrong.  Lead  the  thought  and  emotion  into  the 
habit  of  making  distictions  between  acts  as  to  right, 
wrong,  duty,  justice,  expediency,  etc.  Educate  into 
a  keen  conscience.  Let  every  act  and  every  thought 
point  to  DUTY  as  the  end  of  complete  living. 
10.  A  person  may  be  so  coldly  intellectual  that  emotion- 
al life  cannot  exist.  A  beautiful  piece  of  statuary  is 
perfect  as  statuary,  but  it  has  not  the  warmth  of 
life.  Also  a  person  may  be  endowed  with  an  emo- 
tional life  so  intense  that  judgment  is  not  able  to 
control  action.  In  either  case  it  is  a  teacher's  duty 
to  stimulate  or  repress  until  character  is  balanced. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  159 


II.  Normal  desires  serve  to  excite  to  action,  and  should 
be  gratified  temperately.  Abnormal  desires,  or  art- 
ificial desires,  such  as  vanity,  tyranny,  etc.,  should 
not  be  gratified.  Teachers  should  carefully  note  the 
effect  of  gratifying  childish  desires,  and  check  tend- 
encies toward  vanity,  tyranny,  and  other  evil  tend- 
encies. 

12.  So  much  depends  on  the  personality  of  the  teacher 
in  making  school  life  pleasant  and  abounding  in  the 
emotional  richness  of  life,  that  all  educational  prob- 
lems center  upon  the  one  point — the  character  and 
ideal  of  the  teacher.  A  teacher  should  be  worthy  of 
imitation  in  all  respects.  Mental  ability  is  fund- 
amental, but  emotional  life  is  the  guide  to  power. 
Queries. — i.     It  is  said  that  an  education  is  a  preparation  for 

complete  living.     Does  this  apply  to  the  intellect  more  than  to 

emotion? 

2.  Discuss:  Resolved,  that  pride  influences  men  more  than 
curiosity. 

3.  Do  adults  ever  grow  away  from  the  same  influences  by 
which  we  control  or  influence  children? 

4.  Two  men  were  looking  at  Niagara  Falls.     One  said, 
What  a  wonderful  work  of  nature.    See  the  great  volume  of 

water  pour  over  tne  falls  into  the  stream  below."  The  other 
suid,  What's  wonderful  about  that — I  don't  see  that  it  can  do 
anything  else."    What  emotion  characterized  each? 

5.  Is  conscience  an  intellectual  or  an  emotional  attribute 
of  the  mind? 

6.  Is  interest  an  emotional  or  an  intellectual  state  ? 


SCHOOL  MANAGEMENT. 


Stiggestions  on  Ofgani^ation. 

1.  Visit  the  school  district  before  school  opens. 

2.  Be  at  the  school  room  early  on  opening  day. 

3.  Have  the  plan  of  work  prepared  before  school  opens. 


160  COURSE  OF   STUDY   FOR  COMMON  SCHOOLS. 


4.  Ask  assistance  from  the  pupils.     Do  not  ask  advice. 

5.  Assign  work  to  the  classes  promptly. 

6.  Seat  the  pupils  with  regard  to  convenient  class  exercises, 
taking  due  notice  of  all  physical  conditions  of  each  pupil. 

7.  Establish  a  few  quiet  signals,  which  will  not  divert  the 
attention  of  pupils  not  concerned  with  them. 

8.  Make  few  if  any  fixed  rules,  governing  largely  by  good 
cheer  and  industry. 

g.  Change  the  temporary  organization  into  permanent 
organization  at  the  earliest  possible  day,  and  establish  a  con- 
venient program  as  soon  as  the  classification  of  pupils  is 
determined. 

10.     Assign  enough  work  to  keep  all  pupils  employed. 

Suggestions  on  Classification. 

1.  Follow  the  state  course  of  study  if  local  conditions  per- 
mit, and  if  they  do  not,  work  toward  it  as  rapidly  as  possible. 

2.  Classify  chiefly  according  to  scholarship,  but  avoid  keep- 
ing a  pupil  more  than  two  years  in  one  grade. 

a  pupil  long  in  a  class  of  pupils  younger  than  himself. 

3.  Promote  chiefly  according  to  attainments  in  the  class 
work,  but  keep  in  mind  also  the  pupil's  ability  to  do  the  work 
of  the  grade  to  which  he  aspires. 

4.  In  the  first  three  grades  reading  and  spelling  should  be 
the  basis  for  classification;  in  the  next  five,  language  and  arith- 
metic. Condition  pupils  in  other  studies  until  they  have  made 
up  their  deficiency. 

5.  In  a  mixed  school  many  classes  can  be  combined  in 
recitation.  General  exercises  can  be  given  to  all  grades  at  the 
same  period;  two  or  more  grades  may  have  the  same  spelling, 
reading,  etc.  Sometimes  classes  may  alternate  the  work  of  the 
year,  and  save  time  for  recitation  periods. 

6.  Enforce  the  course  of  study,  but  avoid  friction  by  lead- 
ing pupils  to  take  the  subjects  required  in  their  grades,  instead 
of  commanding  or  driving  them  to  do  so. 

7.  Study  the  report  of  your  predecessor,  and  work  from  the 
point  he  left  the  school. 

8.  Do  not  encourage  a  pupil  to  take  too  many  studies  for 
the  sake  of  gaining  a  grade. 


COURSE  OF   STUDY   FOR  COMMON  SCHOOLS. 


161 


Suggestions  on  the  Program. 

1.  Provide  a  definite  period  for  each  class  exercise. 

2.  Give  the  shortest  periods  to  the  younger  pupils,  and 
provide  for  frequent  recitations  by  all  primary  pupils. 

3.  Give  each  study  a  due  proportion  of  time. 

4.  Do  not  close  the  day  with  recitations  requiring  severe 
mental  exertion. 

5.  Provide  for  a  due  amount  of  recreation  at  regular  in- 
tervals. 

Suggestions  as  to  the  Study  and  Lesson  Preparation. 

1.  Purposes  of  study. 

a.  Study  to  establish  a  brain   habit  and  mental  disci- 

pline. 

b.  Study  to  acquire  facts. 

c.  Study  to  acquire  moral  power. 

d.  Study  to  arouse  noble  aspirations  and  high  ideals. 

2.  Conditions  for  study. 

a.  Surroundings  must  be  favorable  to  physical  comfort. 

b.  Hunger  and  thirst  must  be  satisfied. 

c.  Time  must  be  regulated  with  reference  to  the  pupihs 

mental  characteristics. 

d.  Subjects  must  be  varied. 

3.  Helps  to  study. 

a.  Text  books. 

b.  Reference  books  and  papers. 

c.  School  cabinets. 

d.  Good  apparatus. 

e.  A  LIVE  TEACHER. 

4.  Incentives  to  study. 

a.  Proper  incentives. — To  gratify  curiosity,  to  gain  the 

approval  of  others,  self  approbation,  to  overcome 
difficulties,  to  succeed  in  life,  to  be  useful  in  life,  to 
fulhll  the  duty  of  self  culture,  to  enjov  higher  ideals. 

b.  Improper    or    questionable    incentives. — To    win  a 

prize,  to  excel  another  pupil,  to  win  a  record,  to  es- 
cape shame,  to  escape  punishment. 

—11 


162  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


5.    How  to  study. 

a.  Read  the  lesson  carefully. 

b.  Select  the  essential  parts  of  the  lesson. 

c.  Search  for  the  relation  between  these  parts. 

d.  Try  to  be  interested. 

e.  Study  to  know  rather  than  to  recite. 

f.  Study  each  lesson  with  a  view  to  concentration  of  at- 

tention. 

g.  Study  systematically. 

h.  Prove  what  the  book  says  by  experience,  if  possible. 

i.  Follow  each  statement  by  a  text  book  with  independent 

thinking. 

j.  Change  from  one  subject  to  another,  from  study  to 

recreation,  to  prevent  fatigue, 
k.  Acquire  the  habit  of  giving  oral  and  written  expression 

to  what  is  learned. 

Swggestions  as  to  Recitation. 

1.  Objects. 

a.  To  develop  the  power  of  independent  expression. 

b.  To  develop  self-confidence. 

c.  To  intensify  a  knowledge  of  facts. 

d.  To  awaken  interest  in  the  subject. 

e.  To  cultivate  the  habit  of  attention. 

f.  To  correct  erroneous  impressions. 

g.  To  test  the  pupil's  preparation. 

h.  To  aid  to  the  pupil's  knowledge  of  facts. 

i.  To  direct  in  further  study. 

j.  To  give  the  best  possible  mental  discipline. 

2.  Requisites  for  a  good  recitation. 

a.  A  proper  place. 

b.  Suitable  apparatus,  texts,  or  both. 

c.  Proper  discipline. 

d.  Sufficient  time. 

e.  Interested  class. 

f.  Able  and  earnest  teacher. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


163 


3.  Tvlethods. 

a.  The  Socratic  method,  leading  pupils  by  well  arranged 

questions  until  he  comes  to  his  conclusions  inde- 
pendently. 

b.  The  topical  method,  by  which  pupils  gather  know- 

ledge by  topics,  and  recite  orally  or  write  the  results 
of  their  research  in  the  form  of  compositions. 

c.  The  question  method,  by  which  the  teacher  asks  ques- 

tions on  the  subject  matter  of  the  lesson  to  test  the 
preparation. 

d.  The  discussion  method,  by  which  pupils  are  arrayed 

against  each  other  as  to  matter  of  opinion,  and 
the  search  for  facts  to  establish  their  views. 

e.  Conversational  method,  by  which  the  teacher  takes 

more  direct  part,  and  brings  his  personality  to  bear 
directly  on  the  pupil's  mind.  A  scholarly  teacher 
can  use  this  method  with  wonderful  results. 

f.  The  lecture  method,' by  which  the  teacher  reads  or 

speaks,  and  the  pupil  takes  notes  of  the  points 
developed,  and  of  references  for  further  study. 

Suggestions  as  to  Qttestioning. 

1.  Do  not  ask  questions  to  pupils  in  any  regular  order. 

2.  Do  not  cultivate  the  habit  of  concert  answers. 

3.  Do  not  ask  a  question  so  as  to  suggest  the  answer. 

4.  Do  not  follow  the  text  book  in  the  order  of  questions. 

5.  Ask  questions  promiscuously. 

6.  Ask  frequent  questions  of  the  inattentive. 

7.  Do  not  repeat  questions. 

8.  Do  not  scold  for  inability  to  answer. 

9.  Ask  questions  in  a  pleasant  tone  of  voice. 

10.  Give  pupils  time  to  reflect  before  answering. 

11.  r^Iake  questions  clear  and  definite. 

12.  ^lake  questions  directly  related  to  the  lesson. 

13.  ]\Iake  questions  exhaustive. 

14.  Do  not  put  more  than  one  thing  in  a  single  question. 

15.  Avoid  questions  to  be  answered  by  ves  or  no. 


164 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


16.  Avoid  questions  in  alternate  form,  as — "  Is  that  a  con- 
junction or  not?  " 

17.  Sometimes  put  questions  to  all  the  class. 

18.  Sometimes  put  questions  to  each  individual  pupil. 

19.  Sometimes  let  a  pupil  put  questions  to  the  rest  of  the 
class. 

20.  Restrain  all  silly  or  irrelavent  questions. 

Suggestions  as  to  School  Examinations. 

1.  They  should  test  a  pupil's  ability  in  the  work  of  the  class. 

2.  They  should  act  as  an  incentive  to  continued  applica- 
tion. 

3.  They  should  increase  interest  in  the  subjects  taught. 

4.  They  should  be  general,  applying  to  principles  rather 
than  to  details  and  technicalities. 

5.  They  should  be  thorough. 

6.  They  should  test  pupil's  power  to  think. 

7.  They  should  not  foster  ''cramming"  or  special  pre- 
paration. 

8.  They  should  not  be  at  fixed  times. 

9.  They  should  be  both  oral  and  written  tests. 

10.  They  should  not  be  long  and  tedious. 

11.  They  should  not  be  the  exclusive  test  for  promotion. 

12.  They  should  be  graded  liberally. 

13.  Allowance  in  favor  of  the  pupil  should  be  given  for 
originalit}^  and  unconscious  error. 

Suggestions  on  School  Ethics. 
I.    The  duty  of  a  teacher. 

a.  To  give  painstaking  care  of  the  mental  welfare  of  the 

pupils. 

b.  To  teach  by  example  and  precept  the  fundamental 

truths  of  morality. 

c.  To  have  a  care  for  the  physical  wants  of  the  pupils,  as 

to  habits  of  life,  and  as  to  the  conditions  of  the 
school  house  and  grounds. 

d.  To  care  for  the  social  culture  of  the  pupils,  develop- 

ing good  taste,  love  for  the  pure  and  beautiful,  ease 
in  society,  etc. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


165 


e.  To  create  a  school  spirit  in  the  community. 

f.  To  exert  personal  influence  outside  the  school  room. 

g.  To  give  frank  counsel  to  parents  about  the  children. 

h.  To  grow  in  scholarship  and  professional  spirit. 

i.  To  overcome  dogmatic  tendencies, 
j.  To  cultivate  an  esprit  de  corps. 

k.  To  promote  all  means  of  elevating  the  profession. 

By  writing  for  the  press. 

By  visiting  schools. 

By  attending  institutes. 

By  encouraging  Normal  schools. 

By  increasing  the  district  libraries. 
1.  To  care  for  his  physical  health. 

2.  The  duties  of  the  pupils. 

a.  To  care  for  themselves  and  their  property. 

b.  To  respect  the  rights  of  others. 

c.  To  regard  the  comfort  and  the  dignity  of  the  teacher. 

d.  To  regard  the  dignity  and  powers  of  the  school  officers. 

e.  To  aspire  to  higher  grades  in  school,  and  to  some 

institution  of  higher  education. 

3.  The  duties  of  school  officers. 

a.  They  should  select  proper  sites  for  school  houses. 

b.  They  should  furnish  the  school  room. 

c.  They  should  beautify  the  school  premises. 

d.  They  should  provide  suitable  library  books  and  books 

for  the  teacher's  desk. 

e.  They  should  enforce  the  state  course  of  study. 

f.  They  should  encourage  competent  teachers. 

g.  They  should  visit  the  school. 

h.  They  should    encourage    educational    spirit    in  the 

district. 

Suggestions  on  School  Government, 

1.  School  government  is  to  preserve  order  and  to  train  in 
self-control. 

2.  The  school  should  be  systematic. 

3.  The  chief  element  of  order  is  industry. 


166  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


4.  The  teacher  should  be  vigilant,  but  not  secretive  nor 
spying. 

5.  The  teacher  should  not  show  anger. 

6.  The  teacher  should  be  cheerful,  patient,  and  companion- 
able. 

7.  The  teacher  should  have  confidence  in  himself,  his  pupils, 
and  his  profession. 

8.  The  teacher  should  lead  by  love  and  personal  magnetism. 

9.  The  teacher  should  manifest  social  and  mental  culture. 

10.  The  teacher  should  have  a  strong  will,  tempered  with 
kindness  and  diplomacy. 

11.  The  teacher  should  be  just  in  all  decisions. 

12.  Attention  should  be  given  to  ventilation,  heating,  light- 
ing, seating,  and  other  physical  conditions  in  their  relation  to 
school  discipline. 

13.  Do  not  make  inflexible  rules  for  conduct  and  penalties. 

14.  Do  NOT  SCOLD  OR  THREATEN. 

Suggestions  on  School  Punishment. 

1.  They  are  designed  to  reform,  to  warn,  and  to  protect. 

2.  Infliction  should  be  certain. 

3.  Punishment  should  correspond  in  degree  to  the  offense. 

4.  Punishment  should  consider  the  physical  condition  of 
the  pupil. 

5.  Punishment  should  be  related  to  the  offense  as  effect  to 
cause. 

6.  The  motive  for  an  act  should  be  considered  before  in- 
flicting a  punishment. 

7.  Punishment  should  be  modified  by  age  and  sex. 

8.  Punishment  should  be  administered  privately  unless  for 
severe  offenses. 

9.  Use  corporal  punishment  as  a  last  resort. 

10.  Avoid  all  infliction  on  the  head. 

11.  Do  not  confine  a  pupil. 

12.  Do  not  degrade  a  pupil. 

13.  Do  not  be  vindictive. 

14.  Do  NOT  PUNISH  WHEN  ANGRY. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


167 


A  METHOD  OF  CORRELATION. 


As  a  type  of  correlation  in  spelling,  language,  drawing,  and 
writing,  the  following  is  taken,  by  consent,  from  the  "Child 
Study  Monthly,"  of  May  i,  1900: 

Miss  Jennie  Redfield,  principal  of  Lincoln  School  in  Omaha,  has 
worked  out  a  plan  in  teaching-  spelling-  that  has  awakened  interest  i  o. 
the  other  schools  of  our  city  and  elsewhere.  The  plan  embraces  tue 
following  considerations:  The  difficulty  many  pupils  have  with  spellint.- 
is  due  to  a  misunderstanding  of  the  sig-nificance  of  the  words  to  »«  ^ 
spelled.  To  overcome  this  trouble,  many  devices  have  been  used,  Oll^' 
of  which  has  proved  of  much  assistance  to  the  child's  understanding, 
and  has  been  the  means  of  securing  unusually  good  spelling. 

The  lesson  is  prepared  one  day,  and  the  following  day  it  is  recited, 
the  pupils  writing  it  on  slips  of  paper  from  the  teacher's  dictation. 
These  papers  are  collected  and  marked  by  the  teacher.  Those  whicti 
are  correct  are  placed  on  file,  while  those  containing  errors  are  laid 
aside  for  correction.  Immediately  after  the  papers  are  collected,  prr 
paration  for  the  next  day's  lesson  is  begun.  The  teacher  assigns  th- 
lesson  by  writing  on  the  blackboard  the  first  and  last  words  of  the  lesso  " 
from  the  spelling  book.  One  class  is  then  sent  to  the  blackboard  wii 
the  books.  These  pupils  copy  the  lesson,  numbering  the  words  car<  - 
fully.  They  explain  all  new  words  by  drawing  pictures  to  illustrate  the 
meaning-.  It  is  interesting  to  note  the  ingenuity  used  by  the  children 
in  illustrating  words  with  abstract  meaning,  such  as  truth,  inspiration, 
etc.,  and  it  is  amusing- to  see  the  variety  of  ideas  they  possess.  They 
delight  in  this  picture  work,  and  forget  they  are  learning  orthography 
thereby. 

During  this  time  the  members  of  the  class  in  the  seats  give  oral 
sentences  illustrating  the  use  of  the  woi-ds  of  the  lesson  in  course  of 
preparation.  These  sentences  must  tell  exact  truths  and  the  children 
are  encouraged  to  tell  those  things  that  are  both  interesting  and  in- 
structive. They  are  oblig-ed  to  use  the  exact  form  of  the  word  given  in 
the  lesson. 

The  plan  reaches  far  beyond  a  mere  spelling  lesson.  It  is 
more  a  study  of  word  analysis,  an  exercise  in  the  use  of  refer- 
ence books,  and  a  practice  of  telling  exact  truth.  Dictionaries 
are  used  by  all  pupils  above  the  third  grade. 

The  following  are  some  pictures  selected  from  a  great 
number  of  about  the  same  character  and  quality,  which  will 
show  how  pupils  illustrate  the  lessons  by  pictures: 


168  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


169 


170  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


PHYSICAL  CULTURE. 

[From  Seattle  School  Report,  1893.] 


The  following  outline  is  designed  to  aid  teachers  to  more  easily  fol- 
low the  course  of  instruction  given  in  physical  culture. 

It  may  be  found  necessary  to  change  the  exercises  in  some  respects, 
otherwise  they  will  be  presented  in  order,  and  it  is  desired  that  pupils 
memorize  the  work  as  given.  Each  exercise  must  be  practiced  with 
firmness  and  precision.  Have  an  appointed  time  for  physical  culture  on 
your  program,  and  do  not  omit  it. 

Teachers  will  find  it  a  great  aid  if  they  will  carry  out,  as  far  as 
practicable,  the  general  positions  in  their  daily  work.  General  posi- 
tions are  changed  in  some  particulars  for  a  few  grades. 

Eight  counts  to  each  exercise. 

After  pupils  are  thoroughly  familiar  with  the  exercises,  music  will 
be  found  an  advantage,  and  will  keep  alive  the  interest. 
Marching  will  be  given  to  all  grades. 

"•Setting  Up  Exercises"  and  a  few  simple  military  commands  to 
fourth,  fifth,  sixth,  seventh  and  eighth  grades. 

Running,  skipping,  fancy  steps,  motion  songs,  to  first,  second,  third 
grades. 

Musical  dumb  bell  or  bean  bag  drill,  fancy  steps,  motion  songs,  to 
fourth  grade. 

GENERAL  POSITIONS- FOR  ALL  GRADES. 


First  Position  — Sitting. 

1.  Sit  in  center  of  seat. 

2.  Bodies  erect.  ' 

3.  Heads  well  up,  chin  in,  eyes  to  front, 

mouth  closed. 

4.  Hands  clasped  on  edge  of  desk,  right 

over  left. 

5.  Feet  fiat  on  the  floor,  heels  together, 

toes  turned  out. 
Best  Position  — Sitting. 

1.  Lean  easily  back  in  seat. 

2.  Hands  in  lap. 

.  3.  One  foot  hack. 
Eisefrom  First  Position  . 

1.  Drop  hands  in  lap  and  slide  body  to 

edge  of  seat.  i 

2.  Rise  in  place.  i 

3.  Step  to  center  of  aisle  and  take  posi- 

tion. 

First  Pontion  — Standing.  , 
1.  Body  erect,  with  hips  and  shoulders 
well  hack. 


2.  Head  well  up,  eyes  to  the  front,  chin 

well  hack. 

3.  Arms  falling  naturally. 

4.  Toes  turned  out,  with  right  foot  ob- 

liquely in  front  of  left  a  few  inches. 

5.  Weight  on  balls  of  both  feet. 

Best  Position  — Standing. 
1.  Place  right  foot  about  six  inches  back 
and  rest  weight  entirely  upon  it; 
keep  the  body  erect. 

Sit  from  First  Position  Standing. 

1.  Step  near  the  seat. 

2.  Sit  slowly  on  edge  of  the  seat. 

3.  Take  first  position  sitting. 

4.  Rest  position. 

To  Test  First  Position. 

1.  Hands  on  waist,  force  hips  back  until 

toes  can  easily  be  seen  by  bending 
the  head. ' 

2.  Hands  down,  head  up. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


171 


FIRST  AND  INTERHEDIATE  GRADES. 


riRST 

First  Position— Standing. 

1.  Test. 

2.  Relax  hands  by  shaking  rapidly  in  and 

out,  arms  in  natural  position. 

3.  Same,  arms  extended  shoulder  high 

to  front. 

4.  Same,  arms  extended  shoulder  high 

at  sides. 

5.  Same,  arms  down  at  sides. 

SECOND 

1.  Test. 

2.  Close  and  open  hands  with  force,  arms 

in  natural  position. 

3.  Same,  arms  down  at  sides. 

4.  Raise  right  arm  to  vertical  position, 

knuckles  out. 

5.  Left  arm  same ;  both. 


6.  Raise  arms  to  front,  shoulder  high, 

relax  and  drop  to  position. 

7.  Same,  shoulder  high  at  sides. 

8.  Raise  right  leg,  thigh  at  right  angle 

with  hip,  knee  bent;  relax,  drop  to 
position,  ball  of  foot  touching  floor. 

9.  Same  with  left  leg. 

10.  Breathing  exercise:  inhale  through 
nostrils;  exhale,  sound  sh. 

SERIES. 

6.  Raise  right  arm  to  vertical  position 

from  side,  knuckles  in. 

7.  Left  arm  same;  both. 

8.  Rise  on  toes. 

9.  Bend  knees  and  hips. 

10.  Breathing  exercise:  inhale;  exhale, 
sound  sh. 


THIRD  SERIES. 


1.  Test. 

2.  Clap  hands  in  front  of  body. 

3.  Same,  over  head. 

4.  Hands  brought  to  hips  and  back  to 

position. 

5.  Hands  touching  shoulders;  position. 

6.  Hands  touching  head;  position. 


7.  Hands  touching  head,  shoulders,  hips. 

8.  Hands  touching  head,  shoulders,  hips 

and  floor. 

9.  Alternate  clapping  hands  over  head 

and  in  front  of  body. 
10.  Breathing  exercise:  inhale;  exhale; 
sound  wh. 


SECOND  GRADE. 


FIRST  ! 

First  Position  —  Standing. 

1.  Test. 

2.  Relax  hands  in  and  out ;  up  and  down; 

arms  in  natural  position. 

3.  Same,  arms  down  at  sides. 

4.  Raise  arms  above  head,  relax  and 

drop  to  position. 

5.  Weight  on  left  foot;    extend  right; 

bend  foot  up  and  down  at  ankle. 

6.  Left  foot  same ;  alternate. 

SECOND 

First  Position  —  Standing. 

1.  Test. 

2.  Open  and  close  hands  with  force,  arms 

in  position,  extended  in  front,  shoul- 
der high;  out  at  side,  shoulder  high; 
down  at  side. 

3.  Right  hand  to  hip  and  down. 

4.  Left,  same ;  alternate ;  both. 

5.  Swing  right  arm  to  front,  shoulder 

high. 


7.  Right  foot  back,  knee  bent,  bring  to 

position,  ball  of  foot  touching  floor 
softly. 

8.  Left  same;  alternate. 

9.  Rise  on  toes. 

10.  Bend  knees  and  hips. 

11.  Alternate  9  and  10. 

12.  Breathing  exercise:  hands  on  waist; 

inhale;  exhale  through  notrils  si- 
lently. 

SERIES. 

6.  Left,  same;  alternate;  both. 

7.  Raise  right  shoulder. 

8.  Left,  same;  alternate:  both. 

9.  Hands  clasped  back  of  neck,  stretch 

body  through  eight  counts. 

10.  Clasp  hands,  swing  over  head,  form- 

ing circle. 

11.  Hands  on  waist;  inhale;  exhale, 

sound  sh. 


172 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


THIRD  SERIES. 


First  Position  —  Sitting. 

1.  Clap  hands,  right  over  left. 

2.  Same,  left  over  right ;  alternate. 

3.  Relax  hands  up  and  dawn,  arms  at 

side,  shoulder  high. 

4.  Relax  hands  over  head. 

5.  From  position  on  desk,  raise  right 

hand  slowly  above  head  and  down, 
eyes  and  wrist  leading. 

FOURTH 

First  Position  —  Standing . 

1.  Test. 

2.  Bend  forward  slowly  at  waist  until 

fingers  touch  floor  if  possible,  knees 
straight;  repeat. 

3.  Swing  arms  to  front,  waist  high,  touch- 

ing fingers. 

4.  Same,  chest  high. 

5.  Same,  over  head,  arms  making  ob- 

lique circle. 

6.  Same,  over  head,  making  circle  at  side. 


6.  Left  hand,  same;  alternate;  both. 

7.  Bow  head  forward,  just  bending  neck. 

8.  Bend  head  back;  alternate. 

9.  Bend  slowly  forward  at  waist  until 

head  touches  desk;  slowly  back  to 
position. 

10.  Breathing  exercises:  hands  on  waist; 

Inhale ;  exhale,  sound  of  k. 

11.  Rest  position. 

SERIES. 

7.  Same,  back  of  body,  lowest  altitude. 

8.  Alternate  6  and  7. 

9.  Touch  right  foot  forward. 

10.  Left  foot,  same ;  alternate. 

11.  Hands  on  waist,  hop  lightly  on  ball  of 

right  foot. 

12.  Same,  on  left  foot ;  alternate. 

13.  Breathing  exercise :  hands  on  waist ; 

inhale;  exhale,  with  some  short  sen- 
tence. 


THIRD  GRADE. 


FIRST  SERIES. 


First  Position  —  Standing. 

1.  Test. 

2.  Relax  hands  by  rotating  at  wrists, 

elbows  bent. 

3.  Same  at  side. 

4.  Bend  slowly  at  waist  to  right,  arms 

hanging. 

5.  Same  to  the  left;  alternate. 

6.  Raise  right  arm  shoulder  high  at  side. 

7.  Left  arm,  same;  alternate;  both. 

8.  Cross  arms  in  front  of  the  chest. 

9.  Same  back  of  body. 
10.  Alternate  8  and  9. 


11.  Hands  clasped  back  of  body;  elbows 

bent;  force  down  and  back. 

12.  Hands  clasped  back  of  neck;  force  up 

and  down. 

13.  Keep  hands  clasped  and  bring  in  front 

of  face ;  slowly  down  to  position. 

14.  Turn  head  right. 

15.  Same  to  left;  alternate. 

16.  Raise  right  shoulder. 

17.  Left  same;  alternate;  both. 

18.  Breathing  exercise:  hands  under 

arms;  inhale;  exhale,  silently. 


SECOND  SERIES. 


First  Position  —  Sittin  g. 

1.  Arms  extended  to  front,  shoulder  high, 

rotate  from  shoulders. 

2.  Same  over  head. 

3.  Same,  out  at  side. 

4.  Same,  down  at  side. 

5.  Raise  and  bend  arms  slowly,  until  tips 

of  fingers  touch  shoulders;  force 
elbows  forward  and  back. 
6.  From  position  of  5  raise  hands  slowly, 
relax  above  head;  carry  and  clasp 
back  of  head;  stretch  through  eight 
counts;  bring  back  to  position  on 
desk  same  way. 


7.  Rotate  head  from  right  to  left. 

8.  Bend  slowly  at  waist  until  head  rests 

on  desk;  hands  in  first  position; 
slowly  up. 

9.  Raise  toes  of  both  feet. 

10.  Raise  both  heels. 

11.  Alternate  9  and  10. 

12.  Spread  toes,  keeping  heels  in  position. 

13.  Touch  right  foot  forward. 

14.  Left,  same;  alternate. 

15.  Rest  position. 

16.  Breathing  exercise:  inhale;  exhale, 

Oh. 


COURSE  OF  STUDY   FOK  COMMON  SCHOOLS. 


173 


THIRD  i 

First  Position  —  Standing.  Alternate  clap-  I 
ping  hands  with  every  two  counts  of  \ 
each  movement. 

1.  Clap  hands,  arms  extended  to  front, 

shoulder  high. 

2.  Hands  brought  to  hips  and  down. 

3.  Arms  to  front,  shoulder  high.  | 

4.  Arms  at  side,  shoulder  high.  ; 

5.  Arms  to  vertical  position  over  head.  | 

FOURTH 

First  Position  —  Standing. 

1.  Test. 

2.  Relax  hands  in  and  out.  arms  in  nat- 

ural position. 

3.  Relax  hands  up  and  down,  arms  down 

at  sides. 

4.  Raise  arms  to  front,  shoulder  high; 

relax  and  drop. 

5.  Same,  arms  extended  at  side. 

6.  Raise  both   arms    slowly,  shoulder 

high,  to  front,  wrist  leading. 

7.  Same,  arms  out  at  side. 

8.  Swing  right  arm  curved  over  head.  | 

9.  Left,  same:  alternate:  both.  > 


6.  Same  position  from  side,  knuckles  in. 

7.  Hands  brought  to  shoulders. 

8.  Hands  touching  head. 

9.  Rise  on  toes. 

10.  Raise  toes,  keeping  heels  on  floor, 

11.  Touch  right  foot  forward. 

12.  Left,  same:  alternate. 

13.  Breathing  exercise:  hands  on  chest; 

inhale;  exhale,  sound  sh. 

SERIES. 

10.  Both  hands  slowly  over  head  unti 

fingers  touch. 

11.  In  position  of  10.  rise  on  toes,  then 

slowly  lower  arms. 

12.  Hands  brought  lightly  to  shoulders, 

at  same  time  front  stepping  exercise. 

13.  Hands  brought  lightly  to  head,  at  same 

time  take  back  stepping  exercises. 

14.  Hands  on  hips,  kneel  slowly  on  right 

knee. 

15.  Same,  on  left  knee. 

16.  Listening  poise. 

17.  Pointing  poise. 


FOURTH  GRADE. 


FIRST 

First  Position  —  Standing. 

1.  Test. 

2.  Relax  hands,  rotating  at  wrists :  arms 

in  natural  position. 

3.  Arms  to  front,  shoulder  high;  relax 

and  drop  to  position. 

4.  Relax  body  from  ankles  by  turning 

right. 

5.  Same,  to  left ;  alternate. 

6.  Raise  right  shoulder. 

7.  Left,  same:  alternate:  both. 

8.  Force  right  shoulder  back. 

9.  Left,  same;  alternate:  both. 


SERIES. 

10.  Right  arm  to  front,  shoulder  high, 

palm  up:  rotate  from  shoulder. 

11.  Left,  same;  alternate:  both. 

12.  Right  foot  extended,  rotate  from  an- 

kle. 

13.  Left,  same;  alternate. 

14.  Combine  front  and  side  stepping  exer- 

cises, use  right  foot. 

15.  Left,  same;  alternate. 

16.  Rest  position :  first  position. 

17.  Breathing  exercise:  hands  on  waist; 

inhale:  exhale,  ah. 


SECOND 

1.  Test.  ; 

2.  Arms  out  at  side,  shoulder  high;  re- 

lax and  drop  to  position. 

3.  Extend  right  arm  at  side,  shoulder 

high,  palm  up,  rotate  from  shoulder. 

4.  Left,  same;  alternate;  both. 

5.  Right  hand  brought  to  left  shoulder. 

6.  Left  to  right  shoulder;  alternate; 

both.  i 

7.  Bend  head  to  right. 

8.  Same,  to  left ;  alternate. 

9.  Same,  front. 


10.  Same,  back;  alternate. 

11.  Hands  on  waist,  fingers  back,  bend  to 

right,  keep  knees  straight. 

12.  Same,  to  left:  alternate. 

13.  Right  foot  obliquely  forward. 

14.  Left,  same;  alternate. 

15.  Right  foot  obliquely  back. 

16.  Left,  same;  alternate. 

17.  Rest  position;  first  position. 

18.  Hands  on  waist,  fingers  touching; 

force  apart:  inhale;  exhale  silently. 


174  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


THIRD  SERIES. 


1.  Test.  I 

2.  Bend  body  forward  slowly  at  waist, 

arms  hanging  relaxed. 

3.  Raise  right  hand  under  right  arm. 

4.  Left,  same;  alternate;  hoth. 

5.  Bend  elbows  until  forearms  are  paral- 

lel with  upper  arms:  bring  forearms 
together  in  front  of  chest  until  el- 
bows meet;  pull  back  across  chest 
to  position. 

6.  From  position  of  5,  throw  arms  with 

force  to  natural  position.  ; 

7.  Carry  arms  high  over  head,  bring  fin-  j 

ger  tips  down  to  shoulders,  elbows  i 
out  at  sides. 


8.  Same  exercise  at  right  face. 

9.  Same,  at  right  face. 

10.  Same,  at  right  face. 

11.  Same,  at  front  face. 

12.  Rotate  right  shoulder. 

13.  Left,  same;  alternate;  both. 

14.  Hands   on  waist,  fingers  touching, 

bend  forward. 
16.  Same,  bacK;  alternate. 

16.  Rise  on  toes, 

17.  Bend  knees ;  alternate  16  and  17. 

18.  Breathing  exercise:  inhale;  exhale, 

sound  of  n;  hands  on  waist. 


FOURTH  SERIES. 


1.  Test. 

2.  Relax  hands  in  and  out ;  up  and  down ; 

arms  in  position. 

3.  Same,  arms  down  at  sides. 

4.  Relax  arms  from  shoulder  high  in 

front. 

5.  Same,  at  side. 

6.  Open  and  close  hands  with  force,  arms 

in  position. 

7.  Same,  arms  down  at  sides. 

S.  Right  arm  in  cirtle  over  right  shoul- 
der, elbow  bent,  turn  and  bring  back 
to  position ;  left  arm  following  over 
left  shoulder  in  quick  succession. 
9.  Same  exercise,  swing  arm  over  head. 
10.  Same,  back  of  head. 


11.  Swing  arm  in  circle  out  at  side  and 

back  to  position  in  front  of  face; 
elbow  straight  swing  from  shoulder. 

12.  Clasp  hands,  swing  to  circle  over  head 

and  step  back  with  right  foot  at 
same  time;  left  foot  same;  alter- 
nate. 

13.  Touch  right  foot  forward. 

14.  Left,  same;  alternate. 

15.  Touch  right  foot  out  at  side. 

16.  Left,  same;  alternate. 

17.  Looking  poise. 

18.  Mercury  poise. 

19.  Rest  position;  first  position, 

20.  Breathing  exercise:  hands  on  chest; 

inhale ;  exhale,  silently. 


FIFTH  GRADE. 

FIRST  SERIES. 


J'irst  Position  —  Standin g. 

1.  Test. 

2.  Relax  arms  at  elbows  by  rotating  out 

and  in;  in  and  out. 

3.  Relax  arms  from  shoulder  high  at  side. 

4.  Relax  body  to  right  from  ankles. 

5.  Same,  to  left;  alternate. 

6.  Rotate  right  shoulder. 

7.  Left,  same ;  alternate ;  both, 

8.  Alternate  raising  right  shoulder  and 

extending  arm,  shoulder  high,  to 
right. 

9.  Left,  same;  alternate;  both. 


10.  Right  arm  to  front,  shoulder  high, 

swing  around  to  side  and  back. 

11.  Left,  same;  alternate;  both. 

12.  Rotate  head  from  right  to  left,  and 

left  to  right. 

13.  Hands  on  waist,  fingers  back,  bend 

right;  left;  alternate. 

14.  Same,  front;  back;  alternate. 

15.  Cross  right  foot  in  front  of  left. 

16.  Left,  same ;  alternate. 

17.  Rest  position;  first  position. 

18.  Breathing  exercise:  hands  on  waist; 

inhale;  exhale,  ah. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  175 


SECOND  SERIES. 


1.  Test. 

2.  Hands  on  waist,  force  elbows  forward. 

3.  Same,  back;  alternate. 

4.  Right  arm,  shoulder  high,  to  front; 

touch  right  foot  forward  at  same 
time. 

5.  Left  arm  and  foot,  same;  alternate; 

both  arms;  alternate  feet. 

6.  Right  arm  obliquely  forward;  touch 

right  foot  forward  at  same  time. 

7.  Left  arm  and  foot,  same;  alternate; 

both  arms,  alternate  feet. 

8.  Right  arm,  shoulder  high,  at  side; 

touch  right  foot  at  same  time. 

9.  Left  arm  and  foot,  same;  alternate; 

both  arms,  alternate  feet. 
10.  Right  arm  obliquely  back,  touch  right 
foot  obliquely  back  at  same  time. 


11.  Left  arm  and  foot,  same;  alternate; 

both  arms;  alternate  feet. 

12.  Right  hand  brought  to  hip:  cross  right 

foot  back  of  left. 

13.  Left  hand  and  foot,  same:  alternate; 

both  hands:  alternate  feet. 

14.  Right  hand  brought  to  right  shoulder, 

cross  right  foot  in  front  of  left. 

15.  Left  hand  and  foot,  same;  alternate; 

both  hands;  alternate  feet. 

16.  Rise  on  toes. 

17.  Bend  knees. 

18.  Alternate. 

19.  Walking  exercise. 

20.  Rest  position. 

21.  First  position. 

22.  Breathing  exercise:  hands  on  waist; 

fingers  touching  In  front;  inhale; 
exhale,  silently. 


THIRD  SERIES. 


EeiJeat  Each  Exercise. 

1.  Test. 

2.  Arms  in  natural  position;  relax  hands 

in  and  out;  up  and  down. 

3.  Relax  arms  from  shoulder  high  to 

front. 

4.  Bend  slowly  forward  at  waist,  arms 

and  head  relaxed. 

5.  Raise  arms  slowly  waist  high,  wrist 

leading. 

6.  Same,  at  side. 

7.  Same,  raise  shoulder  high,  to  front. 

8.  Same,  obliquely  front. 

9.  Same,  at  side. 


10.  Carry  right  hand  obliquely  front,  high- 

est altitude,  wrists  leading ;  weight 
on  right  foot. 

11.  Same,  to  left,  with  left  hand  up; 

weight  on  left  foot  forward. 

12.  Same,  obliquely  back  to  right. 
18.  Same,  obliquely  back  to  left. 

14.  Right  hand  leading  toward  floor,  left 

back,  bend  waist  and  head. 

15.  Same,  left  hand  leading,  weight  on 

left  foot. 

16.  Rest  position;  first  position. 

17.  Breathing  e^xercise:  hands  on  waist; 

fingers  touching  at  back;  inhale; 
exhale,  sound  sh. 


Dumb  Bells. 


FIRST  SERIES. 


First  Position  —  Standing.   Bells  at  Side. 

1.  Arms  lin  position,  twist  bell  out  and 

in:  full  arm  movement. 

2.  Same,  waist  high,  elbows  bent  and 

back. 

3.  Same,  arms  extended  shoulder  high 

to  front. 

4.  Same,  arms  straight  over  head. 

5.  Same,  out  at  side,  shoulder  high. 

6.  Same,  chest  high,  elbows  bent  and 

back. 

7.  Same  as  2. 

8.  Same,  down  at  sides. 

9.  Right  bell  brought  to  hip. 

10.  Left  bell  same;  alternate;  both. 


11.  Right  bell  to  chest  and  down. 

12.  Left,  same:  alternate:  both. 

13.  Right  bell  to  chest  and  out  in  front. 

14.  Left,  same;  alternate;  both. 

15.  Right  bell  to  chest  and  over  head. 

16.  Left,  same;  alternate:  both. 

17.  Swing  right  bell  up,  shoulder  high,  to 

front. 

18.  Left,  same;  alternate:  both. 

19.  Swing  right  bell  up  to  vertical  posi- 

tion over  head. 

20.  Left,  same;  alternate;  both. 

21.  Breathing  exercises:    inhale:  raise 

bells  slowly,  shoulder  high,  at  sides; 
exhale,  lower  slowly. 


176  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


SECOND 

1.  Raise  arms  slowly  to  vertical  position 

over  head. 

2.  Hold  position  of  1,  turn  to  right  at 

ankles. 

3.  Turn  left ;  alternate. 

4.  Lower  bells  slowly  to  position,  mak- 

ing circle  out  at  side. 
6.  Right  bell  to  left  shoulder,  across 
chest. 

6.  Left,  same;  alternate;  both. 

7.  Right  bell  up  to  arm  pit. 

8.  Left,  same;  alternate;  both. 

9.  Right  bell  to  arm  pit  from  out  at  side, 

shoulder  high. 

10.  Left,  same;  alternate;  both. 

11.  Bells  to  chest;  out  in  front;  to  chest; 

over  head;  to  chest;  out  at  sides; 
to  chest ;  position. 

12.  Strike  bells  in  front  of  body  at  lowest 

altitude,  thumb  and  little  finger 
ends  alternately. 


SERIES. 

13.  Repeat  11. 

14.  Repeat  12  back  of  bory. 

15.  Rataplan  bells  four  counts    bells  on 

hips,  charge  forv/ aid  with  right  foot; 
turn  head  right,  hold  p  jSxtion  four 
counts. 

16.  Same  as  15;  take  attitude  to  left. 

17.  Same  as  15;  charge  back  with  right 

foot. 

18.  Same  as  15;  charge  back  with  left 

foot. 

19.  Rataplan  four  counts;  charge  forward 

right  foot,  right  bell  obliquely  above 
head;  lock  at  bell;  left  on  hip;  hold 
four  counts. 

20.  Repeat  19;  attitude  to  left. 

21.  Repeat  19;  attitude  back  to  right. 

22.  Repeat  19 ;  attitude  back  to  left. 

23.  Breathing  exercises:  raise  bells  over 

head;  inhale;  exhale;  lower  bells 
out  at  side. 


SIXTH 

FIRST 

First  Position  —  Standing. 

1.  Test. 

2.  Transfer  weight  from  left  to  right 

foot ;  bend  knee. 

3.  Same,  from  right  to  left  foot;  alter- 

nate. 

4.  Rise  on  toes;  settle  weight  on  right 

and  left  foot  alternately. 

5.  Arms  extended  at  sides  shoulder  high; 

clasp  over  head;  down  to  back  of 
neck  and  up  twice;  out,  shoulder 
high;  to  position. 

6.  Touch  right  foot  obliquely  forward. 

7.  Left,  same;  alternate. 

8.  Repeat  5. 

9.  Touch  right  foot  obliquely  back. 

10.  Left,  same ;  alternate. 

11.  Hands  touching  shoulders,  elbows  out 

at  side ;  forqe  forward  and  back. 


GRADE. 

SERIES. 

12.  Touch  right  foot  at  side. 

13.  Left,  same;  alternate. 

14.  Both  hands  brought  to  hips  and  down. 

15.  Cross  right  foot  back  of  left. 

16.  Left,  same;  alternate. 

17.  Right  hand  brought  to  left  shoulder. 

18.  Left  hand  to  right  shoulder;  alter- 

nate; both. 

19.  Cross  right  foot  in  front  of  left. 

20.  Left,  same;  alternate. 

21.  Raise  right  arm  in  curve  over  head. 
.    22.  Left,  same;  alternate;  both. 

23.  Combine  15  and  17;  16  and  18. 

24.  Combine  19  and  21 ;  20  and  22. 

25.  Rest  position ;  first  position. 

26.  Breathing  exercise:  hands  on  waist, 

fingers  touching  at  back;  inhale; 
exhale,  silently. 


SECOND  SERIES. 


1.  Test. 

2.  Relax  hands,  rotating  at  wrists  out 

and  in;  in  and  out. 

3.  Same,  relaxing  forearm,  rotating  from 

elbows. 

4.  Rotate  right  arm  from  shoulder. 

5.  Left,  same;  alternate;  both. 


6.  Same  as  4  and  5,  movement  reversed. 

7.  1,  2, 3,  raise  right  arm  to  curved  position 

over  head;  5,  6,  7,  8,  bend  to  right  at 
waist. 

8.  Same  to  left. 

9.  Repeat  7  and  8. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


177 


10.  1,  2,  3,  4,  raise  arms  to  parallel,  hori- 

zontal: 5,  6,  7,  8,  turn  hands,  palms 
facing;  carry  around  to  sides,  wrists 
leading;  repeat. 

11.  Both  arms  spiral  movement;  hands 

making  continuous  circle  over  shoul- 
ders, wrists  leading. 

12.  Raise  arms  slowly  to  horizontal  at 

sides;  turn  palm  up;  bend  elbows, 
finger  tips  touching  shoulders. 

13.  Same  as  12,  finger  tips  touching  head. 


14.  Hands  touching  head;  shoulders; 
hips;  at  sides;  repeat. 

15.  Charge  obliquely  right;   fold  arms, 

hold  two  counts. 

16.  Same  to  left. 

17.  Charge  obliquely  back  with  right  foot; 

fold  arms  back. 

18.  Same,  obliquely  back  to  left. 

19.  Rest  position;  first  position. 

20.  Breathing  exercise:  hands  on  waist, 

fingers  touching  in  front;  inhale; 
exhale,  oh. 


Dumb  Bells. 


FIRST  SERIES. 


1.  Bells  brought  to  hips;  turn  body  to 

right  from  ankles. 

2.  Same,  left:  alternate. 

3.  Right  bell  to  chest;  alternate,  raising 

above  head  and  lowering  to  side. 

4.  Left,  same:  alternate;  both. 

5.  From  chest,  force  right  bell  up;  left 

down. 

6.  Same,  left,  up;  right,  down;  alternate. 

7.  Right  bell  to  chest,  out  in  front,  palm 

up. 

8.  Left,  same;  alternate;  both. 

9.  A  right  oblique  face,  right  arm  shoul- 

der high  at  side,  swing  to  vertical 
position  over  head,  back  of  hand  in. 
10.  Left,  same;  alternate;  both. 


11.  Front  face;  arms  to  parallel  horizon- 

tal, pull  back  with  force  to  chest. 

12.  Repeat  9  and  10  at  left  oblique  face. 

13.  Repeat  11. 

14.  Bells  under  chin,  elbows  shoulder 

high;  pull  bells  across  chest. 

15.  Bells  on  hips,  bend  front:  back;  alter- 

nate. 

16.  Bells  on  shoulders,  raise  to  vertical 

position. 

17.  Repeat  15  at  a  right  face  until  round 

to  front  face. 

18.  Breathing  exercise:  inhale,  bells 

brought  slowiy  to  arm  pits ;  exhale, 
silently:  lower  bells. 


SECOND  SERIES. 


1.  Arms  in  natural  position,  turn  bells  1 

out  and  in.. 

2.  Same,  arms  at  parallel  horizontal. 

3.  Same,  over  head. 

4.  Same,  out  at  side. 

5.  Same,  chest  high,  elbows  bent  and 

back.  I 

6.  Same,  waist  high,  elbows  bent  and 

back. 

7.  Same,  down  at  side. 

8.  Right  bell  to  shoulder;  out  in  front,  i 

palm  up. 

9.  Left,  same;  alternate;  both. 

10.  Same  as  8,  out  at  side. 

11.  Left,  same;  alternate;  both. 

12.  Raise  arms  slowly  to  vertical  position. 


13.  Hold  position  of  12.  bend  body  to  right ; 

left;  alternate. 

14.  Lower  to  position,  making  circle  out 

at  sides. 

15.  Raise  bells  slowly  to  horizontal  posi- 

tion at  sides,  on  5:  swing  tc  front, 
striking  thumb  ends  of  bells:  lower 
to  position  on  6,  7,  8. 

16.  Repeat  15. 

17.  Strike  thumb  and  little  finger  ends  of 

bells  alternately,  to  front,  shoulder 
high. 

18.  Repeat  17,  over  head. 

19.  Repeat  14. 

20.  Breathing  exercise:  bells  on  hips:  in- 

hale; exhale,  sound  sh. 


THIRD 

1.  Right  hand  brought  to  hip  and  down. 

2.  Left,  same;  alternate;  both. 

3.  Right  bell  to  chest. 

4.  Left,  same;  aliernate:  both. 

 12 


SERIES. 

5.  Right  bell  to  shoulder, thumb  end  down. 

6.  Left  same,  alternate;  both. 

7.  Left  bell  horizontal  position  at  side, 

right  same  position  to  the  front. 


178  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


8.  Same  as  7,  position  of  arms  reversed. 

9.  Right  arm  vertical  position  overhead, 

left  horizontal  to  front. 

10.  Same  as  9,  position  of  arms  reversed. 

11.  Right  arm  to  arm  pit,  left  horizontal 

at  side. 

12.  Same  as  11,  position  of  arms  reversed. 

13.  Right  hell  to  shoulder,  left  horizontal 

at  side. 

14.  Same  as  13,  position  of  arms  reversed. 

15.  Right  arm  shoulder  high  in  front,  left 

bell  to  hip;  touch  right  foot  forward 
at  same  time. 

16.  Same  as  15,  using  opposite  arm  and  foot 

17.  Right  arm  shoulder  high  at  side,  left 

hell  to  hip;  right  foot  at  side  same 
time. 

18.  Same  as  17,  using  opposite  arm  and  foot 

19.  Bells  on  shoulder,  hold  position  and 

cross  right  foot  in  front  of  left;  left, 
same;  alternate. 

20.  Bells  hack  of  body  at  waist  line;  hold 

position  and  cross  right  foot  hack  of 
left;  left,  same;  alternate. 


21.  Bells  back  of  neck;  force  elbows  back 

and  front. 

22.  Same,  bells  back  of  body  at  waist, 

palms  out. 

23.  Bells  up  from  chest,  rise  on  toes  at 

same  time. 

24.  Bells  down  from  chest,  bend  knees  at 

same  time. 

25.  Alternate  23  and  24. 

26.  Right  bell  vertical  position  over  head, 

left  bell  on  hip;  bend  body  and  head 
slightly  left ;  look  at  right  bell ;  hold 
8  counts. 

27.  Same,  to  left. 

28.  Charge  forward  right  foot,  right  bell 

extended  highest  altitude,  left  bell 
back,  lowest  altitude;  look  at  right 
bell;  hold  8  counts. 

29.  Same,  to  left ;  back  to  right  oblique ; 

back  to  left  oblique. 

30.  Breathing  exercise:    inhale;  retain 

breath  ;  rataplan  with  bells  8  counts ; 
exhale,  silently. 


SEVENTH  GRADE. 

FIKST  SERIES. 


First  Position  —  Standing. 

1.  Test. 

2.  Relax  arms,  rotating  at  elbows  out 

and  in;  in  and  out. 

3.  Raise  arms  shoulder  high,  to  front, 

and  relax. 

4.  Same,  at  side. 

5.  Raise  right  shoulder. 

6.  Left,  same;  alternate;  both. 

7.  Tips  of  fingers  on  right  shoulder; 

upper  arm  shoulder  high,  at  side; 
rotate  shoulder. 

8.  Left,  same;  alternate;  both. 

9.  Raise  right  arm  shoulder  high,  to 

front;  swing  round  to  side 

10.  Left,  same;  alternate;  both. 

11.  Hands  clasped  back  of  neck,  raise  and 

lower  arms. 

12.  Hands  clasped  back  of  body  at  waist 

line,  lower  and  raise  hands. 

13.  Raise  right  arm  to  front,  shoulder 

high;  left  at  side,  shoulder  high. 

14.  Reverse  position  of  arms;  alternate. 


15.  Right  arm  vertical  position  over  head ; 

left  at  side,  shoulder  high. 

16.  Reverse  position  of  arms;  alternate. 

17.  Right  arm  curved  over  head;  left 

brought  to  hip. 

18.  Reverse  position  of  arms ;  alternate. 

19.  At  right  oblique  face,  swing  arms  over 

head,  fingers  touching;  repeat  at  an 
oblique  face  until  around  to  front. 

20.  Alternate,  touching  right   foot  ob- 

liquely back  and  crossing  back  of 
left. 

21.  Left,  same;  alternate. 

22.  Raise  right  heel ;  bend  knee. 

23.  Left,  same;  alternate. 

24.  Hands  on  hips,  alternate  rising  on 

toes  and  bending  knees. 

25.  Transfer  weight  from  left  to  right 

foot  and  right  to  left ;  alternate. 

26.  Walking  exercise. 

27.  Rest  position;  first  position. 

28.  Breathing  exercise:  hands  at  waist, 

inhale;  exhale,  oh. 


COURSE   OF  STUDY  FOR  COMMON   SCHOOLS.  179 


SECOND  SERIES. 


1.  Test.  I 

2.  Bend  body  to  right,  arms  relaxed.  | 

3.  Same,  left;  alternate. 

4.  Relax  hands  in  and  out,  up  and  down. 

5.  Rotate  right  arm  at  shoulder,  from  { 

right  so  left,  making  full  circle  in  \ 
front  of  face.  ! 

6.  Left,  same:  alternate;  both.  | 

7.  Hands  to  hips  and  down.  | 

8.  Hands  brought  to  shoulders  in  circle. 

9.  Raise  arms  slowly  over  head  until  fin-  | 

gers  touch;  down  slowly. 

10.  Same  as  9;  hold  position  and  rise  on  j 

toes. 

11.  Hands  in  front  of  chest;  relaxed;  el- 

bows bent  and  out  at  sides;  bring 
hands  over  shoulders;  extend  at 
sides,  palms  back;  hold  position; 
rise  on  toes;  lower  arms  slowly. 

12.  Clasp  hands,  raise  over  head;  unclasp,  \ 

lower  slowly  obliquely  back  and  to  i 
position.  I 


13.  Hands  clasped  over  head;  hold  posi- 

tion; turn  head  right;  left;  alternate 

14.  Right  arm  curved  over  head,  left  hand 

to  hip ;  cross  right  foot  in  front  of  left 

15.  Reverse  position  of  arms;   use  left 

foot;  alternate. 

16.  Charge  right  foot  forward,  hands  to 

hips  ;  turn  head  right;  hold  2  counts ; 
same  to  left. 

17.  Charge  right  foot  forward;  alternate 

raising  arms  to  front,  shoulder  high, 
and  to  arm  pits;  same  to  left. 

18.  Step  back  with  right  foot;  raise  right 

hand  relaxed  over  head,  left  hand  to 
hip:  bend  body  and  head  slightly 
left;  look  at  right  hand;  hold  8 
counts. 

19.  Same,  to  left,  position  of  hands  re- 

versed. 

20.  Breathing  exercise:   inhale;  retain 

breath,  raise  arms  shoulder  high  at 
sides,  8  counts;  exhale. 


Wands. 


FIRST  SERIES. 


First  Positton  — Standing.  Wand  held  at 
side  by  thumb  and  flrst  two  fingers  of 
right  hand. 

1.  Lower  wand,  1,  2,  3. 

2.  Raise  wand  to  chest. 

3-  Right  hand  to  left  shoulder. 

4.  Left  hand  to  right  shoulder;  alternate. 

5.  Raise  wand  shoulder  high  to  front. 

6.  Wand  to  chest  and  out  in  front,  shoul- 

der high. 

7.  To  chest  and  overhead. 

S.  To  chest  and  out  to  right,  shoulder 
high. 

9.  Out  left  from  chest;  alternate. 


10.  (1)  Wand  to  chest;  (2)  out  in  front;  (3) 

to  chest;  (4)  down  to  position ;  (5)  to 
chest;  (6)  over  head;  (7)  to  chest; 
(8)  to  position;  repeat. 

11.  (1)  Wand  to  chest:  (2)  shoulder  high, 

to  right;  (3)  to  chest;  (4)  down  to 
position;  (5)  to  chest:  (6)  out  to  left; 
(7)  to  chest;  (8)  to  position;  repeat. 

12.  Raise  wand  slowly  over  head,  back  of 

head  to  shoulders,  8  counts;  lower 
to  position  slowly. 

13.  Breathing  exercise:  inhale  while  rais- 

ing wand  slowly  to  chest,  elbows 
bent  at  sides,  shoulder  high ;  exhale, 
lower  wand. 


SECOND  SERIES. 


1.  Wand  brought  to  chest,  elbows  bent 

at  sides,  shoulder  high. 

2.  Raise  wand  obliquely,  downward  to 

left,  right  arm  level  with  shoulder, 
right  arm  downward  in  front  of 
body. 

3.  Same  to  left,  position  of  hands  re- 

versed; alternate. 

4.  Left  end  of  wand  to  chest,  right  arm 

obliquely  forwai'd. 


5.  Same,  reverse  position  of  arms;  alter- 

nate. 

6.  Wand  horizontal   position,  shoulder 

high  to  front;  twist  wand,  right 
hand  above  left. 

7.  Same,  left  hand  above  right:  alternate. 

8.  Make  square;  left  hand  to  right  shoul- 

der, wand  across  chest,  at  left  side; 
down  to  position. 

9.  Repeat  square  to  left  side. 


180  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


10.  Raise  wand  to  front,  shoulder  higli; 

touch  right  foot  forward  at  same 
time:  left  foot  forward ;  alternate. 

11.  Wand  to  right,  shoulder  high;  touch 

right  foot  at  side;  left,  same;  alter- 
nate. ! 

12.  Wand  horizontal  position  to  front, 

shoulder  high;  twist  wand,  right 
hand  above  left;  cross  right  foot  in 
front  of  left;  left  hand  and  foot, 
same;  alternate. 

THIRD 

1.  Raise  wand  slowly  to  horizontal  posi- 

tion over  head. 

2.  Hold  wand  in  position  of  1;  turn  body 

to  right  from  ankles. 

3.  Same,  left;  alternate. 

4.  From  position  of  1  to  chest. 

5.  To  shoulder  blades;  alternate. 

6.  Lower  wand   to   chest.  Following 

movements  from  chest : 

7.  Left  hand  to  right  shoulder;  right 

arm  vertical  position. 

8.  Same,  position  of  hands  reversed;  al- 

ternate. 

9.  Right  arm  obliquely  up ;  left  hand  to 

right  shoulder. 

10.  Left,  same;  alternate. 

11.  Right  arm  obliquely  down ;  left  hand 

to  right  shoulder. 

12.  Left,  same;  alternate. 

13.  Right  arm  obliquely  forward,  left  hand 

to  right  shoulder. 

EIGHTH 

FIRST 

First  Position  —  Standing. 

1.  Test. 

2.  Relax  arms  from  shoulder  high  to 

front. 

3.  Same,  from  shoulder  high  at  side. 

4.  Relax  body  to  right  from  ankles. 

5.  Same,  to  left;  alternate. 

6.  Alternate  raising  right  shoulder  and 

forcing  it  back 

7.  Left,  same;  alternate;  both. 

8.  Rotate  right  shoulder. 

9.  Left,  same;  alternate;  both. 

10.  Alternate  forcing  right  shoulder  back 

and  raising  arm  shoulder  high  to 
front. 

11.  Left,  same;  alternate;  both. 

12.  Alternate  raising  right  shoulder  and 

raising  arm  out  at  side. 


13.  Raise  wand  slowly  until  across  shoul- 

der blades;  alternate  bending  to 
right  and  rising  on  toes. 

14.  Same  as  13,  to  left;  alternate. 

15.  Wand  same  as  13,  alternate  bending 

forward  and  rising  on  toes. 

16.  Same  as  15,  bend  back;  alternate. 

17.  Breathing  exercise :  keep  wand  across 
shoulder  blades;  inhale;  exhale,  lower 
wand. 

SERIES. 

14.  Left  arm  obliquely  back,  right  hand 

to  left  shoulder ;  alternate. 

15.  Left  arm  obliquely  forward,  right  hand 

to  left  shoulder. 

16.  Right  arm  obliquely  back,  left  hand 

to  right  shoulder;  alternate. 

17.  Charge  forward  right  foot;  rowing  mo- 

tion with  wand,  out  and  back  to 
chest,  making  circle  under. 

18.  Same,  left  foot  forward;  alternate. 

19.  Raise  wand  to  horizontal  position 

overhead;  down  to  chest;  repeat  at 
I  right  face  until  around  to  front  face. 

20.  Charge  forward  right  foot,  wand  over 
j  head;  hold  2  counts;  lower  to  posi- 
j  tion  in  front  of  body. 

21.  Same,  to  left;  alternate. 
[     22.  Same,  back  to  right. 

j     23.  Same,  left;  alternate. 

24.  Breathing  exercise:  inhale;  retain 
I  breath;  bring  wand  to  chest,  eight 

I  counts;  exhale,  silently. 

GRADE. 

SERIES. 

13.  Left,  same;  alternate;  both. 

14.  Hands  on  shoulders,  force  elbows  for- 

ward and  back. 

15.  Bend  head  to  right;   forward;  left; 

back;  repeat. 

16.  Rotate  head  from  right  to  left  and  left 

to  right. 

17.  Hands  on  waist,  bend  right;  forward; 

left;  back;  repeat. 

18.  Touch  right  foot  obliquely  forward; 

at  side;  obliquely  back;  cross  back 
of  left;  left  foot  same. 

19.  Rise  on  toes;  settle  on  right  and  left 

foot  alternately. 

20.  Charge  right  foot  obliquely  forward, 

hands  brought  to  hips;  hold  two 
counts. 

21.  Same  to  right,  turn  body  right. 


COURSE   OF  STUDY   FOR  COMMON   SCHOOLS.     .  181 


22.  Same,  obliquely  left. 

23.  Same  to  left  side,  body  left. 

24.  First  position;  rest  position. 


25.  Breathing  exercise:  bands  on  waist, 
fingers  touching  back  of  body;  in- 
hale; exhale,  oh. 


SECOND  SERIES. 

!  13, 


1.  Test. 

2.  Hands  on  waist,  turn  body  to  right  at 

ankles. 
3"  Same,  to  left;  alternate. 

4.  Hands  on  waist,  weight  on  ball  of  right 

foot;  bend  knee  down  and  up. 

5.  Left  foot,  same;  alternate. 

6.  Raise  arms  shoulder  high  to  front, 

palms  facing;  turn  palms  out;  carry 
around  to  horizontal  at  sides,  rise 
on  toes  at  same  time;  arms  back  to 
front  position,  lower  heels  at  same 
time. 

7.  Hands  to  hips  and  down;  to  shoulders; 

out  at  sides;  folded  back  of  body; 
repeat. 

8.  Bend  elbows  until  forearms  are  par- 

allel with  upper  arms;  touch  fore- 
arms together  in  front  of  chest ;  pull 
back  across  chest. 

9.  From  position  of  8,  throw  arms  with 

force  to  natural  position. 

10.  Alternate  crossing  right  foot  in  front 

of  left  and  bending  knees. 

11.  Left  foot,  same;  alternate. 

12.  Charge  right  foot  forward;  fold  arms; 

extend  arms  out  at  sides:  down  to  ' 
position;  step  back  to  position;  re- 
peat. I 

Wands 

FIRST  SER 

1.  Wand  from  carry  to  position  in  front 

of  body,  1,  2,  3. 

2.  Wand  to  chest  and  down. 

3.  Wand  to  chest,  elbows  shoulder  high 

at  side. 

4.  Alternate  2  and  3. 

5.  Alternate  raising  right  hand  to  left 

shoulder,  and  left  to  right. 

6.  Raise  wand  slowly  above  head;  to 

shoulder  blades,  eight  counts. 

7.  Svime  position  as  6;  alternate  bring- 

ing wand  to  chest   and  shoulder 
blades. 

8.  Wand  across  shoulders,  turn  body  to 

right  at  ankles. 

9.  Same,  to  left;  alternate. 

10.  Bend  right,  at  waist. 

11.  Same,  left;  alternate. 

12.  Bend  forward  at  waist. 

13.  Same,  back;  alternate. 


Same,  charge  forward  with  left  foot. 

14.  Charge  forward  right  foot,  extend 
right  arm  at  side,  palm  front,  left 
arm  across  chest;  hold,  charge  and 
execute  movement  of  arms  alter- 
nately, extending  right  and  left  arm, 
other  arm  across  chest. 

15.  Same,  charge  with  left  foot. 

16.  Charge  with  right  foot,  hands  on  waist, 
right  knee  bent ;  bend  back  at  waist, 
exercising  muscles  of  abdomen; 
same,  left  foot  charge. 

17.  Charge  back  right  foot,  hands  curved 
over  head,  palms  front;  hold  eight 
counts;  same,  left  foot  back. 

18.  Walking  exercise. 


21. 


Rest  position;  first  position. 

Breathing  exercise :  inhale  while  rais- 
ing arms  in  front  of  chest  relaxed; 
elbows  shoulder  high  at  sides;  re- 
tain breath  while  hands  are  brought 
over  shoulders  and  extended  at  side, 
palms  back;  hold  position,  rise  on 
toes,  four  counts;  exhale,  lower 
arms  slowly  at  sides. 

Breathing  exercise:  inhale;  raise  and 
lower  arms  slowly  at  side,  rhyth- 
mical movement,  wrist  leading;  ex- 
hale. 


14. 


15. 


17 


Raise  wand  above  head  to  horizontal 
position. 

From  position  of  14,  wand  to  vertical 

position  at  right  side. 
Same,  left;  alternate. 
Wand  to  chest  slowly. 

18.  Wand  forward  and  back  to  chest;  al- 
ternate touching  right  and  left  foot 
forward. 

19.  Alternate  extending  wand  to  right 
and  left  side  from  chest,  alternate 
movement  of  feet  at  same  time. 

Breaxhing  exercise:  inhale  while  rais- 
ing wand  over  head;  retain  breath, 
bring  wand  to  shoulders,  8  counts; 
exhale  while  lowering  wand  to  posi- 
tion. 
Rest  position. 


20, 


21, 


22.  Carry  wands, 


182  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


SECOND 

1.  Right  end  of   wand  obliquely  out, 

shoulder  high;  left  end  to  waist. 

2.  Reverse  position  of  hands;  alternate. 

3.  Same,  left  hand  brought  to  base  of  I 

neck. 

4.  Same  to  left,  position  of  hands  re- 

versed ;  alternate. 

5.  Same  as  1  and  2,  touching  right  and 

left  foot  forward  at  same  time. 

6.  Same  as  3  and  4,  touching  right  and 

left  foot  back. 

7.  Wand  in  front,  shoulder  high;  twist 

wand,  right  hand  over  left;  cross 
right  foot  in  front  of  left  at  same 
time. 

8.  Same,  left  hand  and  foot;  alternate. 

9.  Wand  slowly  to   position   back  of 

shoulders. 

10.  From  position  of  9,  force  right  hand 

up. 

11.  Left,  same;  alternate;  both, 

12.  Wand  back  of  shoulders;  bend  right; 

front;  left;  back;  position. 

THIRD 

1.  Wand  in  position  in  front  of  body, 

clasp  with  knuckles  toward  body. 

2.  Wind  wand  to  right  side. 

3.  Same,  to  left ;  alternate. 

4.  Wind  right  hand  obliquely  out,  left 

hand  to  waist.  ■ 

5.  Same,  to  left;  alternate. 

6.  Same,  shoulder  high  to  right. 

7.  Same,  to  left ;  alternate. 

8.  Wind  wand  obliquely  down  to  right, 

left  hand  to  waist. 

9.  Same,  down  to  left;  alternate.  ' 

10.  Wind  out  to  right  side,  shoulder  high,  i 

11.  Same,  to  left  side;  alternate. 

12.  Wind  wand  obliquely  back  to  right, 

shoulder  high,  left  hand  to  chest. 


SERIES. 

13.  Wand  in  same  position;   charge  for- 

ward with  right  foot,  hold  2  counts. 

14.  Same,  to  left;  alternate. 

15.  Wand  brought  slowly  to  position. 

16.  Charge  forward  right  foot,  bring  wand 

to  chest  at  same  time;  rowing  mo- 
tion of  wand,  sway  body  from  right 
to  left  foot, 

17.  Same,  to  left. 

18.  Same  as  16,  charge  back;  bring  wand 

under  to  chest  instead  of  over. 

19.  Same  as  18.  to  left. 

20.  Charge  forward  right  foot,  wand  high 
over  head,  hold  2  counts. 

21.  Same,  to  left;  alternate. 

22.  Same,  charge  right  foot  back. 

23.  Same,  back  to  left;  alternate. 

24.  Breathing  exercise:  inhale  while  rais- 

ing wand  above  head;  exhale,  sound 
sh  while  lowering  wand  to  position. 

25.  Rest  position ;  first  position. 

26.  Carry  wands. 

SERIES. 

13.  Same,  to  left;  alternate. 

14.  Wind  out  to  right  side,  shoulder  high ; 

left  hand  back  of  head. 

15.  Same,  to  left;  alternate. 

16.  Wind  wand  obliquely  right;  touch 

right  foot  forward  at  same  time. 

17.  Same,  to  left;  alternate. 

18.  Wind  obliquely  back  to  right;  step 

right  foot  back. 

19.  Same,  left;  alternate. 

20.  Wind  down  to  right  side;  step  right 

foot  back. 

21.  Same,  to  left,  alternate. 

22.  Rest  position;  first  position. 

23.  Carry  wands. 


ENRICHMENT  OF  RURAL  SCHOOL  COURSES, 

At  the  Chicago  meeting-  of  the  Committee  on  Rural  Schools  the 
undersigned  were  appointed  a  subcommittee  to  report,  in  the  form  of 
an  appendix,  a  scheme  for  the  enrichment  and  vitalization  of  the  work 
of  the  rural  schools  by  means  of  subjects  drawn  from  rural  life  and  sur- 
roundings. We  do  not  deem  it  our  province  to  discuss  the  theory  of  the 
rural  school  programme,  much  less  the  broader  problems  of  the  country 
school.  It  may,  however,  conduce  to  a  better  appreciation  of  what  we 
suggest  if  we  frankly  state  at  the  outset  the  assumptions  on  which  we 
have  proceeded. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  183 


We  take  it  for  granted  that  the  work  of  every  school,  rural  or  other- 
wise, should  embrace  subjects  drawn  from  its  environment  and  from  the 
life  of  its  pupils.    We  assume  that  it  should  do  this  — 

Because  children  should  be  taught  to  gather  culture,  knowledge, 
and  inspiration  from  everything  with  which  they  come  in  contact. 

Because  children  should  acquire  the  habit  of  bringing  to  bear  their 
knowledge  and  their  mental  powers  upon  every  subject  of  thought  that 
falls  within  their  experience. 

Because  the  study  of  the  environment  is  especially  effective  in  dis- 
cipline and  inspiration,  since  it  is  tangible,  vivid,  and  impressive,  and 
awakens  strong  and  clear  concepts,  and  produces  deep  and  lasting  edu- 
cational effects. 

Because  mental  acquisitions  thus  associated  with  the  environment 
will  be  constantly  revived  by  recurrent  contact  with  it,  and  will  thus  be 
refreshed  and  kept  alive  and  effective. 

Because  the  basis  for  a  successful  study  of  the  unseen  and  the  in- 
tangible is  best  laid  in  clear  and  strong  impressions  of  things  seen  and 
realized. 

Because  the  school  work  is  thereby  made  directly  serviceable  to  the 
work  of  life,  the  value  of  immediate  and  practical  utility  being  added  to 
superior  disciplinary  and  inspirational  values. 

Because  it  puts  life  and  soul  into  the  work. 

Because  it  serves  as  a  bond  of  sympathy  between  the  out-of-school 
life  and  the  in-school  life. 

Because,  in  time  (perhaps  not  at  once,  while  inherited  prejudices 
last,)  it  will  become  a  bond  of  sympathy  between  the  patrons  of  the 
school  and  the  work  of  the  school. 

We  assume  that  a  rural  school,  to  be  a  true  rural  school,  must  take 
tone  and  color  from  rural  surroundings,  and  must  contribute  directly  to 
the  enrichment  and  inspiration  of  rural  life.  We  believe  that  this  will 
aid  in  giving  meaning  and  attractiveness  to  life  in  the  country. 

The  following  suggestions  are  offered  in  the  hope  that  they  may  be 
helpful  to  teachers  in  making  use  of  rural  surroundings  to  enrich  the 
work  of  country  schools  and  to  give  vividness  to  the  various  formal 
studies.  Our  space  being  severely  limited,  it  has  seemed  best  to  develop 
a  few  topics  with  some  little  fullness  and  let  these  suggest  the  treatment 
which  others  may  receive.  Those  which  we  have  been  forced  to  neglect 
are  quite  as  important  and  as  rich  in  good  material  as  the  ones  more 
favored.  All  are  treated  too  scantily.  What  is  really  needed  is  a  series 
of  primers  or  a  manual  carefully  worked  out,  embracing  information  as 
well  as  suggestions.  But  perfected  tools  come  only  with  a  perfected 
trade.  The  pioneer  w-ork  must  be  done  with  poor  implements.  The 
progress  of  the  work  will  bring  better  facilities. 

We  shall  certainly  be  met  with  the  criticism  that  the  suggested  work 
is  impracticable,  that  the  teachers  cannot  carry  it  out.    This  is  far  too 


184 


COURSE  OF   STUDY  FOR  COMMON  SCHOOLS. 


true,  but  not  wholly  true.  A  success  here  and  there  will  be  a  center  of 
education,  and  from  such  beginnings,  even  though  they  may  be  small  and 
scattered,  the  good  work  may  grow.  It  must  start  somewhere  and  some- 
how, or  must  have  many  little  starts  in  many  places  and  in  many  forms. 
This  little  appendix  does  not  hope  to  be  anything  but  a  passing  con- 
tribution to  an  evolution  that  must  be  long  and  doubtless  slow.  The 
gravest  difficulty  lies  in  the  defective  education  of  our  teachers.  To 
remove  this  we  would  urge  every  normal  school  to  give  elaborate  courses 
in  the  lines  here  suggested,  and  to  recognize  in  other  ways  that  the 
rural  school  furnishes  a  distinct  problem  that  must  be  solved  in  its  own 
way.  It  may  be  that  the  establishment  of  rural  normal  schools  is  the 
mode  of  solution.  We  would  urge  agricultural  colleges  to  give  short 
courses  on  rural  science  for  the  special  benefit  of  country  teachers,  and 
to  educate  the  people,  through  their  institutes  and  by  other  means,  to 
appreciate  and  to  require  the  adaptation  of  the  rural  schools  to  rural 
needs.  We  would  urge  upon  the  agricultural  colleges  the  adaptation 
and  publication  of  matter  on  rural  science  and  rural  economy  suitable 
for  educational  uses. 

We  begin  our  suggestions  with  the  surface  features,  partly  because 
a  study  of  them  is  a  natural  foundation  for  that  of  the  remaining  en- 
vironment, and  partly  because  it  is  directly  tributary  to  one  of  the  lead- 
ing formal  studies. 

I.    STUDIES  UPON  THE  SURROUNDING  LANDSCAPE. 

These  should  be  found  helpful  (1)  as  a  foundation  for  geography ; 
(2)  as  a  basis  for  imagining  the  aspects  of  other  regions  which  must  be 
studied  through  maps,  descriptions,  etc.;  (3)  as  good  material  for  oral 
and  written  descriptions,  and  hence  as  a  basis  for  language  work  ;  (4)  as 
a  means  for  the  culture  of  the  sense  of  beautiful,  thus  furnishing  a  ra- 
tional basis  for  modeling,  painting,  and  drawing  ;  (5)  as  a  mode  of  teach- 
ing the  significance  of  things  usually  regarded  as  meaningless  ;  (6)  as 
an  unconscious  introduction  to  geological  processes,  and  (7)  as  an  aid  to 
understanding  many  matters  of  agricultural  interest. 

1.  Surface  Features^  their  Nature^  Origin^  and  Meaning, —  Let  there 
be  a  general  study  of  the  landscape  of  the  neighborhood  and  a  series  of 
talks  upon  it  for  the  purpose  of  gaining  a  true  conception  of  what  a  land- 
scape really  is,  and  of  laying  the  ground-work  for  comparisons  with 
other  parts  of  the  face  of  the  earth.  The  children  should  gain  a  vivid 
and  definite  idea  of  the  nature  of  their  own  landscape  as  a  type ;  if  it  be 
plain,  whether  it  be  very  plain  or  but  partially  so;  if  undulatory,  whether 
it  be  gently  or  strongly  undulatory;  if  hilly,  whether  gently  or  roughly 
hilly  ;  if  mountainous,  whether  of  the  rounded,  the  rugged,  or  the  grand 
type. 

Prom  the  general  survey  of  the  landscape,  descend  to  its  larger 
elements. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


185 


Note  and  plot  *the  hills  and  valleys  of  the  neighborhood,  first  tak- 
ing up  those  near  and  then  reaching  our  farther  and  farther,  so  that 
there  shall  be  a  gradual  passage  from  those  that  are  familiar  to  those 
that  are  only  occasionally  or  distantly  seen.  From  these  it  will  be  a 
relatively  easy  step  to  those  which  must  be  wholly  imagined.  Thus  the 
child  is  lead  out  easily  and  naturally  from  his  own  environment  to  the 
general  geography  of  the  earth.  In  carrying  this  out,  walks  and  occasion  - 
ally  more  considerable  excursions  will  introduce  the  idea  of  travel  and  of 
the  methods  by  which  geography  is  made,  and,  if  verbal  and  written  des- 
criptions, sketches  and  maps  are  required,  the  children  are  started  right 
in  their  geographical  work  by  being  made  young  geographers  them- 
selves in  a  limited  sense.  Seeing  and  learning  thus  just  what  geography 
is,  experiencing  for  themselves  just  how  geography  is  constructed,  they 
can  use  their  text-books  intelligently  and  appreciatively. 

From  the  general  features  descend  to  particulars.  Note  the  way 
hills  and  valleys  are  related  to  each  other.  Are  the  valleys  put  in 
among  the  hills  in  any  regular  order  or  not?t  As  early  as  it  may  seem 
prudent  raise  the  question  of  the  origin  of  the  hills  and  valleys,  but  do 
not  be  too  hasty  about  answering  it.  Let  the  children  gradually  work 
it  out.  Were  the  hills  built  up,  or  were  the  valleys  cut  out  ?  Let  them 
ponder  upon  this  question  and  see  if  they  do  not  find  the  answer  to  it  in 
the  hills  and  valleys  themselves.  In  leading  up  to  this  question,  direct 
the  children's  observation  to  what  is  actually  taking  place.  Are  the 
valleys  being  built  up,  or  are  they  being  cut  down  ?  What  is  happening 
in  the  valleys  ?  What  is  happening  on  the  roadside  ?  Suggest  to  them 
to  observe  the  gullies  and  to  contrast  the  new  gullies  with  the  old  gullies. 
How  do  the  new  gullies  pass  into  the  old  gullies  What  is  the  difference 
in  form  between  the  new  and  the  old  ?    Which  are  most  like  the  valleys  ? 


*It  will  be  understood  throughout  that  the  work  indicated  should  he  done  as 
largely  as  practicable  and  advisable  by  the  children  themselves,  but  the  teacher  will  do 
well  at  times  to  lead  them  by  example  as  well  as  instruction.  The  special  mode  of 
carrying  out  these  suggestions  must  be  left  to  the  discretion  and  resources  of  the  teacher. 
Our  effort  is  only  to  point  out  certain  main  lines  which,  of  course,  need  not  be  followed 
closely.  The  teacher  will  often  find  a  different  way  preferable  for  himself,  and  will 
always  find  much  to  be  filled  in,  and  perhaps  more  or  less  to  be  left  out  as  not  adapted 
to  the  particular  school  or  to  its  surroundings. 

t  In  the  region  of  the  glacial  drift  there  is  often  no  regular  relation  between  the  hills 
and  valleys,  but  in  other  regions  the  hills  are  genenally  (not  always)  simply  that  part  of 
the  surface  that  has  not  been  carried  away  in  the  wearingoutof  the  valleys,  and  this  idea 
that  the  valleys  are  worn  out  by  the  wash  of  the  land  is  the  one  to  be  implanted  in  the 
children's  minds,  as  it  is  the  germ  idea  of  the  formation  of  most  rolling  surfaces.  In 
some  plain  regions  the  valleys  have  not  been  worn  out  enough  to  form  hills,  and  we  have 
only  a  plain  with  trenches  cut  into  it.  In  such  cases  it  will  be  very  easy  to  show  the 
children  how  the  valleys  have  been  formed  by  the  streams  and  by  the  land  wash.  In 
the  glacial  regions  the  hills  and  valleys  may  be  quite  irregular,  and  it  may  not  always 
be  easy  to  explain  them,  unless  the  teacher  is  exceptionally  well  informed  on  the  sub- 
ject. 


186 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Lead  them  on  thus  to  see  how  a  trench  may  be  gradually  widened  and 
rounded  into  a  valley.  Lead  them  to  observe  how  tributary  gullies 
arise  along  the  sides  of  the  principal  ones,  and  how  they  grow  by  widen- 
ing themselves  and  by  eating  back  on  either  side.  Lead  them  to  see 
that,  if  such  creeping  backwards  and  such  rounding  of  the  slopes  were 
extended  long  enough,  they  would  result  in  little  valleys  separated  by 
ridges.  Lead  them  on  to  note  how  the  tributary  valleys  by  eating  back 
may  at  length  cut  through  the  top  of  the  ridge  and  divide  it  into  hills, 
and  by  deepening  separate  the  hills  more  and  more  ;  and  so  on,  step  by 
step,  until  the  children  acquire  a  tangible  conception  of  how  valleys  with 
intervening  ridges,  and,  at  length,  intervening  hills,  are  formed.  From 
this  miniature  mode  of  forming  a  landscape  it  is  an  easy  step  to  the  com- 
prehension of  the  way  in  which  the  larger  valleys  and  larger  hills,  that 
make  up  the  landscape  around  them,  were  produced.  When  this  con- 
ception is  fully  acquired,  a  firm  basis  has  been  reached  for  understand- 
ing the  formation  of  landscapes  generally.  And  not  only  this,  but  the 
landscape  comes  to  have  a  meaning  where  before  it  was  quite  meaning- 
less, and  it  is  the  significance  of  the  things  by  which  we  are  surrounded 
that  gives  soul  to  intellectual  life. 

References: 

American  Geographical  Series. 
The  Report  of  the  Committee  of  Ten. 

Davis  on  "Geography  in  the  \]x\\v^v^\X^^''''  Journal  of  Geology. 
The  Journal  of  School  Geography. 

See  also,  list  of  books  for  rural  schools  and  communities. 

2.  The  Study  of  Streams. —  Lead  the  children  to  observe  just  how 
streams  flow,  how  the  current  plunges  into  one  bank  and  then  is  turned 
about  and  plunges  into  the  other  bank ;  how  it  cuts  back  the  bank 
where  it  strikes  it;  how  it  digs  down  into  the  bottom  in  certain  places  ; 
how  it  heaps  up  material  in  other  places,  etc.  As  they  observe,  lead  them 
to  reason  upon  what  they  see  and  apply  it  to  the  study  of  maps.  They 
will  readily  come  to  understand  how  the  bends  are  made  longer  and 
why  a  stream  meanders.  They  will  thus  be  led  to  see  the  meaning  of 
the  tortuous  courses  of  streams.  Induce  the  children  also  to  note  the 
work  of  temporary  streams  [e.g..,  after  showers)  along  the  roadsides,  in 
the  valleys,  and  on  the  slopes  of  the  fields.  Have  them  notice  the  wash 
from  the  surface  of  the  land,  and  thus  lead  on  to  the  work  of  water  trans- 
portation. Lead  them  to  note  that  this  matter  lodges  elsewhere,  and 
thus  approach  to  the  work  of  deposit.  By  seeing  when  and  how  this 
wash  lodges  they  will  understand  the  modes  of  deposition  ;  the  forma- 
tion of  deltas,  and  the  building  of  bars  and  spits  in  the  streams,  the 
formation  of  ''bottoms,"  etc. 

To  approach  the  origin  and  maintenance  of  streams,  direct  the 
children  to  observe  what  takes  place  after  a  rain ;  if  light  or  slow,  that 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  ^S7 


all  water  g-oes  into  the  ground  ;  if  heavy  and  rapid,  that  some  goes  into 
the  ground  but  much  runs  away.  The  latter  makes  surface  streams,  but 
they  don't  last.  Follow  the  water  that  goes  into  the  ground.  Direct 
attention  to  underground  water  as  shown  by  wells,  and  connect  this  with 
the  rain  that  soaks  into  the  ground.  Have  the  children  bring  together 
the  depths  of  the  wells  at  their  different  homes.  Raise  the  question 
whether  the  wells  go  down  as  low  as  the  nearest  streams.  (It  will  be  found 
almost  invariably  that  the  water  in  the  wells  is  higher  than  in  adjacent 
streams,  except  in  occasional  flood  stages.)  Then  draw  out  the  general 
principle  that  the  underground  water  is  higher  than  the  streams,  being 
only  the  rain  water  on  its  slow  way  through  the  ground  to  the  streams, 
and  that  it  is  this  water  which  works  out  to  the  surface  in  the  low 
valleys  and  keeps  up  the  supply  of  the  living  streams.  The  dry  valleys 
lie  above  this  underground  water,  and  hence  they  are  not  constantly 
filled.  Water  only  runs  in  them  after  showers.  The  wet  valleys  lie  be- 
low the  surface  of  the  underground  water,  and  hence  it  seeps  out  or 
comes  forth  in  springs.  The  children  will  easily  understand  how  the 
seeping  out  makes  bottom  lands  wet  and  marshy.*  The  principles  here 
brought  out  will  be  helpful  later  in  settling  questions  of  water  supply, 
drainage,  etc. 

3.  The  SUidy  of  Soils. —  Incite  the  children  to  carefully  examine  the 
soil  to  see  how  it  is  made  up.  Have  them  wash  some  of  it  so  as  to  sepa- 
rate the  fine  material  from  the  coarse.  Direct  attention  to  the  natural 
assorting  done  by  water  in  the  gullies,  on  the  slopes,  and  in  the  valleys, 
and  how,  on  the  other  hand,  fine  mud  is  laid  down  in  the  ''bottoms"  and 
elsewhere,  and  thus  lead  them  to  see  how  soils  become  coarser  or  finer 
according  to  conditions.  In  most  places  it  will  be  easy  to  find  pieces  or 
beds  of  rock  partly  decayed,  and  to  show  that  this  rotted  rock  is  much 
the  same  as  soil.  From  this  they  may  be  led  on  to  understand  that  soil 
is  usually  but  decayed  rock.  This  will  be  easily  accomplished  in  regions 
where  the  rock  lies  but  little  below  the  soil  and  the  latter  graduates 
down  into  decaying  rock,  showing  the  stages  of  the  process.  Induce 
them  to  note  how  the  leaves,  grass,  etc.,  decay  and  turn  black,  and  thus 
lead  them  on  to  see  that  the  dark  part  of  the  soil  comes  chiefly  from  the 
decay  of  vegetation.  .Induce  the  children  to  observe  the  different 
qualities  of  soils  in  difTerent  situations  ;  the  soils  in  the  valleys,  on  the 
slopes,  and  on  the  hilltops,  and  lead  them  to  see  how  the  wash  of  the  sur- 
face affects  the  soil ;  also  how  the  vegetation  affects  the  soil ;  and  how  the 
soil  effects  the  vegetation.  Teach  them  to  notice  the  difference  be- 
tween wet  soils  and  dry  soils  ;  the  swelling  and  softness  when  wet,  the 
shrinking  and  hardness  when  dry  ;  also  the  swelling  when  frozen  and 
the  softness  on  thawing;  the  effects  of  the  ants,  worms,  and  burrowing 


*  Much  marshy  land  is,  however,  due  to  the  catching  of  the  surface  waters  in  basins 
that  have  no  sufficient  outlet. 


188 


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animals  in  bringing  bottom  soil  to  the  top,  letting-  in  air,  etc.;  likewise 
the  effects  of  the  roots  of  plants  in  opening  up  little  tubules,  which  are 
often  left  open  when  the  roots  decay,  and  so  lead  on  to  the  idea  of 
porosity  and  of  the  penetration  of  the  soil  by  air.  With  the  older  stu- 
dents the  fact  that  the  air  goes  into  the  ground  when  the  barometric 
pressure  is  great,  and  comes  out  when  the  barometric  pressure  is  light, 
the  "breathing  of  the  soil,'"  may  be  taught,  and  its  importance  urged. 
Teach  the  children  to  observe  the  difference  in  the  dryness  of  cultivated 
and  uncultivated  soil,  of  hard  soil  and  mellow  soil;  and  so  lead  on  to 
the  utility  of  the  culture  in  permitting  air  and  moisture  to  go  in,  etc. 

Starting  again  with  decay  of  rocks,  lead  the  children  to  see  that 
some  parts  of  the  rocks  do  not  decay  readily,  and  hence  bits  are  left, 
and  that  these  are  washed  about  and  form  grains  of  sand  or  pebbles. 
Let  them  observe  these  and  see  that  some  are  well-rounded  and  some 
are  angular,  according  to  the  amount  of  wear,  and  thus  the  origin  and 
meaning  of  sand  or  pebbles  will  become  evident.  The  rolling  action 
of  brooks  and  rivers  and  of  lake  and  seashores  will  be  manifest.  With 
a  thermometer  interesting  experiments  on  the  temperature  of  soils 
when  wet  and  dry,  when  hard  and  when  mellow,  when  stirred  and  un- 
stirred, etc.,  can  be  made. 

References: 

"  The  Soil,"  by  F.  H.  King.    The  Macmillan  Co. 
"Rock-Weathering  and  Soils,"  by  George  Merrill.    The  Mac- 
millan Co. 

"  The  Formation  of  Vegetable  Mold,"  by  Charles  Darwin. 
See  also  list  of  books  for  rural  schools  and  communities. 

II.     APPLICATIONS  OF  LANDSCAPE  STUDIES. 

The  study  of  the  features  of  the  landscape  may  be  followed  bj-  a  study 
of  their  influence  on  human  affairs,  and  on  the  distribution  of  plants 
and  animals.  The  following  are  some  of  the  lines  along  which  this  may 
be  carried  out : 

1.  The  Location  of  Homes. —  Relative  merits  of  different  situations, 
such  as  summits,  slopes,  valleys,  etc.;  of  different  exposures,  as  southerly 
northerly,  etc.;  of  different  relations  to  woods,  openings,  outlooks,  etc.; 
of  relations  to  springs,  streams,  and  other  bodies  of  water;  of  access  to 
highways  or  to  the  several  parts  of  the  farm,  and  the  bearing  of  the  sur- 
face features  on  such  communications.  Do  the  sites  of  the  later 
dwellings  differ  from  the  earlier?  Are  there  discernible  reasons  for 
change  ?  What  determined  the  selection  of  the  material  of  the  first 
generation  of  houses  ?  Does  the  material  change  with  successive  genera- 
tions, and,  if  so,  why  V 

2.  The  Location  of  Roads. —  How  far  are  they  influenced  by  surface 
features  V    How  far  by  other  considerations  ?    Distinguish  wise  and  un- 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  189 


wise  locations.  What  is  the  effect  of  wash,  drainag-e,  etc.?  What 
changes  of  location  or  of  method  of  maintenance  may  be  recommended  ? 

3.  The  Location  of  Adjacent  Towns  and  Villages. —  Study  the  reasons 
for  their  particular  situations.  What  bearing-  had  natural  means  of 
transportation,  roadway  crossings,  rivers  fords  or  bridges,  special  agri- 
cultural or  mineral  resources,  mill  sites  and  like  features  upon  their 
location  ?  Do  the  dates  of  their  founding,  the  rates  of  their  growth  and 
other  features  of  their  history  show  wisdom  or  unwisdom  in  their  loca- 
tion ?  Note  the  bearings  of  their  location  on  the  interests  of  the  sur- 
rounding country. 

4.  Development  of  the  Region  as  Affected  by  its  Environment. —  Study 
the  nature  of  adjacent  manufactories  and  the  reason  for  their  location. 
What  class  was  first  developed,  what  later,  what  changes  have  taken 
place  ?  Has  there  been  increase  or  decline,  and  what  is  its  meaning  ? 
What  is  their  importance  and  the  value  of  their  products  ?  How  do 
they  affect  the  rural  interests  V  What  sources  of  power  are  used  and 
what  remain  still  unused  ?  Note  the  favorable  and  unfavorable  features 
in  the  physical  conformation  ;  the  presence  of  mines,  quarries,  the 
facilities  for  transportation  by  roadways,  streams,  canals,  railways,  etc., 
and  their  bearing  upon  the  development  of  the  region. 

5.  Social  and  Civil  Life  of  the  People  as  Affected  by  Surrounding 
Physical  Features. —  Are  the  physical  surroundings  favorable  to  social 
gatherings  and  social  life  ?  Do  the  surface  features  lead  to  sparse- 
ness  of  dwellings,  roundabout  and  difficult  roads,  or  the  opposite?  Do 
they  make  the  earning  of  a  living  easy  and  give  time  for  social  inter- 
course, for  education,  etc.?  How  do  they  affect  the  character  of  the 
people,  etc.? 

6.  The  Distribution  of  Vegetation  as  Influenced  by  Surface  Features. — 
Sketch  the  timbered,  prairie,  maroh,  and  "  bottom"  areas.  Note  the 
effects  of  slopes,  drainage,  soils,  etc.,  upon  these.  How  do  the  physical 
conditions  affect  the  roots,  stems,  leaves,  and  general  forms  of  plants? 
Note  the  adaptation  of  different  areas  to  different  crops  ;  also  the  adapta- 
tion of  the  region  to  different  kinds  of  industry,  e.  g.,  grazing,  grain 
raising,  etc.  Note  the  changes  in  vegetation  and  compare  the  original 
with  the  present  vegetation.  Discuss  the  removal  of  forests.  Where 
was  timber  first  removed,  and  what  timber  ?  Where  is  it  now  reserved 
and  why  ?  Note  the  earlier  and  the  later  uses  of  timber  supply,  and  the 
variation  of  prices  and  of  uses  of  timber. 

III.     THE  STUDY  OF  ATMOSPHERIC  PHENOMENA. 

In  a  manner  analogous  to  the  foregoing  all  the  features  of  the  air 
and  sky  within  the  observation  of  the  children  may  be  treated  with  interest 
and  profit ;  the  air  itself,  the  winds,  the  clouds,  rain,  snow,  hail,  thunder, 
lightning,  heat,  cold,  dew,  evaporation,  etc.    The  keynote  should  be  ob- 


190 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


servatioD,  followed  by  inquiry,  reading,  reasoning,  forecast,  etc.  The 
systematic  prediction  of  tomorrow's  weather  at  the  close  of  each  day 
will  greatly  stimulate  acute  observation  of  delicate  features  of  cloud, 
wind,  etc.,  and  will  build  up  that  judgment  of  weather  which  is  so  im- 
portant to  the  farmer. 

It  is  urged  that  teachers  secure  from  the  nearest  weather  bureau 
station  copies  of  the  daily  weather  maps,  and  copies  of  the  monthly 
summaries  of  the  weather  and  crop  conditions  of  the  United  States.  A 
careful  study  of  these  maps  and  summaries,  supplementing  the  pupils'  own 
daily  observations^  will  form  a  good  basis  for  other  geographic  study. 
The  data  furnished  by  the  Weather  Bureau  are  particularly  valuable 
for  several  reasons:  (1)  They  are  collected  by  trained  observers;  (2) 
the  stations  are  so  distributed  as  to  fairly  represent  the  whole  country  ; 
(3)  observations  are  uniformly  and  regularly  made  every  day  at  all  sta- 
tions ;  (4)  the  various  meteorological  conditions  are  automatically 
recorded  by  instruments  of  precision,  insuring  great  accuracy  of  detail; 
(5)  the  various  data  are  appropriately  represented  daily  upon  one  map 
which,  thus,  day  by  day  presents  a  clear  picture  of  the  climatic  and  crop 
conditions  of  the  whole  country. 

By  these  means  the  pupils  will  be  much  interested  in  working  out 
the  relative  amounts  of  rainfall,  cloudiness,  and  sunshine;  also  the 
average  and  the  extremes  of  temperature  found  in  the  areas  and  belts 
devoted  to  the  great  crops,  as  wheat,  corn,  oats,  tobacco,  cotton,  and 
sugar  cane.  The  relative  amounts  of  rain,  cloudiness,  and  sunshine  for 
the  seasons  may  be  readily  determined.  The  incidents  of  the  season  in 
the  localities  where  the  pupils  live  frequently  afford  excellent  oppor- 
tunity for  forming  a  picture  of  other  localities  far  removed  from  their 
own.  Thus  a  study  of  the  character  of  the  rain  and  the  clouds  in  winter 
gives  a  basis  for  picturing  arctic  regions,  and  the  same  study  in  summer 
an  equally  sound  basis  for  picturing  tropical  regions.  For  example,  in 
June,  1892,  there  was  a  fall  of  nearly  eleven  inches  of  rain  at  Chicago  ; 
with  the  summer  temperature,  an  almost  tropical  verdure  was  the  result. 
In  September  and  October  in  Chicago,  in  1891,  the  rainfall  was  about 
two-thirds  of  an  inch  ;  this  closely  approximated  the  average  precipita- 
tion in  Arizona,  and,  when  considered  in  connection  with  the  unusually 
high  temperature  of  the  year,  it  became  an  easy  matter  for  the  pupils 
to  picture  desert  conditions  and  modes  of  desert  formation.  By  similar 
means  the  study  is  capable  of  almost  indefinite  expansion. 

IV.     THE  STUDY  OF  PLANT  LIFE. 

In  like  manner,  the  plants  of  the  region  may  be  treated.  The  pur- 
pose here,  as  before,  is  not  so  much  to  learn  about  plants  as  to  come  into 
actual  intellectual  contact  with  them  by  observation,  interest,  sympathy, 
and  appreciation.  Not  only  should  the  plants  be  observed  in  all  their 
parts  and  functions,  but  their  history,  mode  of  propagation,  preferences 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  191 


for  soil,  topographic  situations,  exposures,  etc.,  should  be  studied.  The 
association  of  plants  with  one  another  — plant  societies'" —  are  especially 
interesting  and  profitable  for  study.  The  cultivated  as  well  as  the  native 
plants  should  be  included,  and  the  reasons  for  cultivating  some  plants 
and  neglecting  or  warring  against  others  afford  large  possibilities  of 
interest.  As  farming  is  essentially  plant  culture,  the  vital  relations  of 
such  studies  are  evident,  if  carried  out  on  the  right  lines.  The  old- 
fashioned  botany,  the  grinding  out  of  the  Latin  names  by  an  "Analytical 
Key,'' is  not  at  all  the  thing  here  urged,  but  direct  inquiry  into  the 
nature,  life,  habits,  functions,  associations,  and  services  of  plants. 

To  give  a  more  concrete  idea  of  what  we  have  in  mind,  the  follow- 
ing is  offered  as  an  illustration.  It  is  not  set  up  as  a  model.  There  are 
many  ways  of  reaching  like  results. 

1.  Growth  from  the  Seed. — With  several  seeds  (beans,  for  example) 
in  the  hands  of  each  pupil,  invite  a  careful  inspection  of  their  surfaces, 
as  a  first  step.  Write  upon  the  board  a  list  of  things  observed,  e.  g.,  (1) 
stem  scar  (hilum),  (2)  small  dot  on  one  side  of  hilum  where  pollen  tube 
entered  to  fertilize  the  seed  (micropyle),  (3)  ridge  on  side  of  hilum  op- 
posite from  micropyle  (radicle),  (4)  one  end  of  bean  has  different  slope 
from  the  other,  (5)  a  light  line  or  ridge  extending  longitudinally  around 
the  seed,  etc.  Request  pupils  to  bring  other  varieties  of  beans,  and  see 
how  many  of  the  observed  points  are  common  to  them  all.  As  a  train- 
ing in  the  exact  use  of  words  in  oral  expression  require  the  pupils  to 
describe  precisely  what  has  been  observed.  As  a  training  in  written 
language  require  the  pupils  to  write  out  what  has  been  seen.  This  will 
react  to  intensify  the  seeing. 

To  introduce  the  quantitative  element,  let  a  pint  cup,  or  a  straight- 
sided  bottle,  or  a  glass  be  exactly  half-filled  with  beans,  and  mark  the 
surface  of  the  beans  with  a  string  or  rubber  band.  Now  fill  the  vessel 
with  water  and  put  in  a  warm  place  for  twenty-four  hours.  Set  some 
pupil  to  watch  the  first  stages  of  change,  and  charge  him  to  be  able  to 
state  the  next  day  just  what  they  were.  On  the  next  day  measure  the 
amount  of  change  in  volume.  What  has  caused  this  change  ?  If  the 
water  put  in  was  first  accurately  measured  or  weighed  (and  every  coun- 
try school  should  have  means  of  measuring  and  weighing),  pour  out  what 
remains  and  measure  it.  Compute  the  difference.  Compare  the  loss 
of  the  water  with  the  increase  of  the  beans.  What  has  become  of  the 
water '?  By  what  means  have  the  beans  grown  ?  Here  are  the  first 
steps  of  growth. 

Distribute  the  swollen  beans  among  the  pupils,  and  let  them  again 
look  for  the  points  observed  in  the  dry  bean.  Have  any  disappeared  ? 
Have  others  appeared  ?  Have  any  changed  in  character  ?  Let  the  skin 
be  removed.  What  features  previously  noted  are  removed  with  it  ?  Do 
you  now  see  an  explanation  of  any  features  noted  on  the  outside  ?  Care- 
fully note  the  two  seed  leaves  (cotyledons),  the  radicle,  and  the  now  very 


192  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


evident  first  two  leaves.  Study  the  pea,  pumpkin  seed,  and  corn  in 
the  same  manner. 

As  a  next  step,  fit  two  layers  of  thick  cloth  to  the  inside  of  a  round  pie 
tin.  Wet  these  pieces  of  cloth  and  place  between  them  some  of  the  seeds 
which  have  been  studied,  and  turn  the  two  pie  tins  together  to  prevent 
evaporation  (which  introduced  a  slight  error  in  the  experiment  above). 
Place  these  in  a  warm  place  to  germinate,  noting  the  temperature. 
Encourage  some  pupil  to  repeat  the  experiment  in  a  place  where  the 
temperature  is  between  32  degrees  and  45  degress,  recording  the  temper- 
ature from  time  to  time.  Urge  another  to  try  the  experiment,  using 
cloths  wrung  out  very  dry.  Compare  results  to  find  out  the  effects  of 
heat  and  moisture.  Try  different  seeds  to  see  what  differences  of  condi- 
tions they  require.  These  are  capital  experiments  which  fix  the  founda- 
tion principles  of  moisture  and  temperature  in  plant  growth. 

When  these  tests  have  sufficiently  advanced,  urge  the  boys  and  girls 
to  request  permission  to  test  the  germinatory  power  of  the  seeds  which 
their  parents  expect  to  plant  in  the  spring.  (This  seed  study  is  best 
done  from  February  to  April.)  Place  100  seeds  of  a  given  kind  under 
the  conditions  described,  and  note  how  many  sprout  in  three,  four,  five, 
etc.,  days.  All  seeds  should  be  tested  before  planting,  and  this  is  practi- 
cal work  which,  if  rightly  done,  will  be  appreciated  by  parents  as  be- 
ing immediately  useful  as  well  as  instructive  and  disciplinary. 

2.  Growth  from  Buds. — When  vegetation  begins  to  start  in  the 
spring,  make  an  excursion  at  noon  or  after  school  to  gather  specimens 
of  large  buds.  Clip  sprigs  of  the  Balm  of  Gilead,  cottonwood,  or  hickory, 
set  them  in  water  and  study  in  the  manner  of  the  bean,  and  so  reach  the 
fundamental  idea  that  the  bud  and  the  seed  are  in  nature  much  the  same. 
Pick  off  the  scales  one  by  one  until  the  leaves  are  reached,  inquiring 
what  the  scales  are  for  ;  what  the  cotton  :  what  the  varnish.  Count  the 
number  of  true  leaves,  and  then  go  a  little  later  to  the  trees  again  and 
see  how  many  leaves  the  shoots  from  similar  buds  then  have.  Are  they 
the  same  in  number  as  in  the  buds  ?  Or  have  new  ones  formed  ?  When 
were  these  buds  formed  ?  Why  were  they  formed  the  year  before  ?  Let 
the  children  ponder  over  these  questions. 

Study  the  arrangement  of  buds  and  of  leaves  on  the  stems.  Lead 
the  children  to  discover  the  law  that  buds  and  leaves  are  placed  as  far 
apart  on  the  stem  as  possible,  and  in  a  symmetrical  order.  Lead  them 
to  discover  that  this  order  places  the  leaves  where  there  is  the  least 
shading,  where  the  movements  of  the  sap  up  and  down  feed  all  leaves 
and  branches  quite  equally,  so  that  the  stem  will  be  equally  loaded  on  all 
sides.  Let  them  learn  to  distinguish  fruit  buds  from  leaf  buds.  Have 
them  explore  the  gardens  and  orchards  to  see  if  there  is  an  abundance 
of  fruit  buds.  Teach  them  to  distinguish  between  live  and  dead  buds, 
particularly  in  regard  to  fruit  trees.    All  this  should  be  done  with  a 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


193 


definite  educational  purpose,  in  which  the  utility  of  the  knowledg-e  has 
also  a  clear  recognition. 

References: 

"Principles  of  Plant  Culture,"  Professor  C.  S.  Goff.  Published 
by  the  author,  Madison,  Wis. 
Flowers  in  Relation  to  Insects. "    The  Macmillan  Co. 
Gray's  Botany. 
Bessey's  Botany. 

See  also  list  of  books  for  rural  schools  and  communities. 

V.     THE  STUDY  OF  ANIMAL  LIFE. 

Along-  essentially  the  same  lines  the  animal  life  may  be  treated. 
Here  a  new  and  important  factor  enters,  conscious  life,  and  this  affords 
a  most  fruitful  field  for  educating-  the  sympathies  and  moral  sentiments 
of  the  children.  Nothing  so  contributes  to  a  real  and  vital  (not  merely 
sentimental)  sympathy  with  living  things  other  than  ourselves  as  a  care- 
ful study  of  their  lives  and  habits.  The  child  comes  to  see  the  world  as 
they  see  it,  and  to  appreciate  and  sympathize  with  them  in  their  efforts 
to  work  out  the  purposes  of  their  lives.  And  even  if  these  purposes 
strike  across  human  interests,  the  sympathy  will  not  be  entirely  absent, 
and  cruelty  will  grow  more  and  more  rare  as  sympathetic  education  pro- 
gresses. The  education  of  the  sympathies  finds  little  space  in  the  formal 
school  programme,  and  hence  the  special  value  of  utilizing  the  op- 
portunity here  afforded. 

There  are  several  other  topics  which  may  be  treated  in  like  manner, 
as  mensuration  in  its  application  to  land  measurements,  etc.,  various 
phases  of  ecomomics  as  applied  to  rural  affairs,  the  social  and  civic 
aspect  of  country  life,  etc. 

We  respectfully  submit  the  foregoing  suggestions,  fully  conscious 
of  their  limitations,  in  the  hope  that  some  little  helpfulness  may  be  found 
in  them. 

T.  C.  Chamberlin, 
W.  S.  Jackman, 
F.  H.  King, 

Committee. 

Report  of  the  Committee  of  Twelve. 


A  COURSE  OF  STUDY  FOR  RURAL  SCHOOLS. 

[  Report  of  the  Committee  of  Twelve.] 

A  course  of  study  for  country  school  children  should  be  framed  with 
direct  reference  to  the  actual  conditions  that  prevail  in  country  life  and, 
in  large  measure,  determine  it.  Among  the  most  important  points  to 
be  kept  in  mind  are  the  following  : 

—13 


194  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


1.  There  is  a  general  lack  of  appreciatioti  of  the  immediate  surround- 
ings. 

This  is  not  peculiar  to  country  people;  it  is  simply  a  fact  in  the 
country,  as  it  is  in  the  city.  Education  can  confer  no  greater  boon  than 
that  of  showing  how  the  real  pleasures  of  life  may  be  derived  from  one's 
own  immediate  surroundings,  and  from  the  work  he  is  called  upon  to 
perform. 

2.  There  is  an  almost  total  lack  of  scientific  skill  in  farm  work. 

The  prejudice  against  farm  machinery  has  been  extremely  strong. 
Farmers  have  been  forced  into  using  it  because  other  vocations  have 
drawn  away  the  help  that  formerly  was  depended  upon  for  hand  labor. 
The  treatment  of  the  soil  is,  in  the  extreme,  unscientific.  The  Ameri- 
can farmer,  in  this  respect,  is  scarcely  ahead  of  the  Chinese;  his  unsci- 
entific methods  have  made  him  the  target  of  every  caricaturist.  In  this, 
and  in  a  score  of  other  ways,  the  farmer  pays  the  penalty  of  his  ignor- 
ance. 

3.  In  the  country  there  is  a  great  dearth  of  social  life. 

This,  more  than  hard  work,  deprives  the  country  of  its  strength. 
Bad  roads  are  largely  responsible  for  the  present  social  condition.  In 
many  places  farmers,  and  especially  the  wives  and  daughters,  live  in 
dreary  isolation  for  more  than  half  the  year,  because  no  means  of  travel 
yet  invented  will  master  the  mud  of  country  roads.  To  properly  recog- 
nize the  foi-egoing  conditions,  therefore,  it  would  seem  that  a  course  of 
study  should  contemplate  three  lines  of  interest : 

1.  hi  the  earlier  years,  especially.,  great  attention  should  be  given  to  the 
picttcresqueness  a7id  natural  beauty  of  the  surroundings. 

Without  trained  and  careful  effort  in  this  direction,  the  intensely 
practical  character  of  their  contact  with  the  various  things  about  them 
will  close  the  eyes  of  the  children  to  many  beautiful  things  that  should 
be  a  source  of  joy  and  pleasure  throughout  life.  Much  out  door  study 
should,  therefore,  be  encouraged.  The  children  should  be  familiar  with 
every  brook,  and  waterfall;  every  cliff,  wooded  copse,  and  ravine.  The 
hills,  cloud-capped,  basking  in  sunshine,  or  glisteniag  with  snow,  should 
be  permitted  to  work  their  silent  influences  into  the  children's  lives. 
The  country  pupils  are  not  naturally  insensible  towards  these  scenes; 
but  the  usual  tendency  of  school  life  is  to  belittle  and  destroy  all  kinship 
that  the  children  may  originally  feel  for  the  beautiful.  As  an  adjunct 
in  this  phase  of  study,  drawing,  painting  and  modeling  should  hold  at 
least  equal  place  with  reading,  in  these  early  years. 

2.  To  supply  the  demand  for  scientific  skill,  a  good  deal  of  attention 
should  be  given  to  — 

(1)  Mechanics. — Pupils  should  be  taught  enough  of  practical  mechan- 
ics to  enable  them  to  ward  off  the  legion  of  fakirs  that  beset  the  farmer 
with  their  labor-saving  (?)  devices. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


195 


(2)  Manual  Training. — Scarcely  a  day  in  a  farmer's  life  passes  when 
there  is  not  some  demand  made  for  skilled  hand  work  with  tools.  The 
"stitch  in  time"  on  the  farm  is  frequently  fatally  delayed  when  it  in- 
volves a  trip  to  a  neighboring-  mechanic. 

(3)  Mathematics.  —The  farmer  suffers  more  loss  to-day  from  his  ig- 
norance in  this  subject  than  any  other.  Bookkeeping,  as  applied  to 
farm  accounts,  should  be  carefully  taught.  Taking  the  amount  of  money 
at  stake  on  the  farm  into  account,  no  other  business  in  the  world  tries  to 
get  along  with  so  little  bookkeeping.  As  a  natural  result,  there  is  in- 
finite waste  in  a  hundred  ways  that  are  unnoticed.  The  time  has  come 
when  the  farmer  must  learn  the  lesson  that  the  merchant  already  knows, 
that,  if  he  is  to  gather  a  competence,  or  even  earn  a  livelihood,  it  must 
be  done  by  a  careful  saving  of  small  margins  of  profits  upon  all  the 
things  with  which  he  may  work,  instead  of  by  large  gains  upon  a  few 
things.  Few  farmers,  simply  because  no  accounts  are  kept,  realize  that 
badly  stacked  hay  and  grain,  poorly  fed  stock,  and  illy  cultivated  fields 
result  in  actual  cash  loss,  just  as  surely  as  though  the  money  were  spent 
at  the  gaming  table.  The  arithmetic  of  the  farm  account  would  be  of 
incalculable  value  to  the  farm  boy  if  he  learned  nothing  else.  The  study 
of  form  and  elementary  geometry  should  be  made  very  prominent. 
Every  farm  boy  should  be  taught  the  elements  of  trigonometry  and  sur- 
veying. He  should  know  how  to  "run  a  line,"  and  how  to  lay  off  fields 
so  that  the  same  may  be  worked  to  the  greatest  advantage.  He  should 
be  taught  how  to  lay  out  roadways  at  proper  grade,  and  how  to  make 
them.  Nothing  would  hasten  the  era  of  good  roads  more  than  to  show 
the  farmer  how  much  loss  in  actual  cash  may  be  charged  to  bad  ones, 
through  loss  in  harness,  vehicles,  horseshoes,  horses,  and  time. 

(4)  Biology.— To  show  the  splendid  opportunity  before  every  farmer 
of  intelligence  for  study  in  this  field,  it  is  only  necessary  to  cite  the  fact 
that  it  was  by.  a  close  study  of  domesticated  animals  and  plants  that 
Darwin  was  able  to  probe  the  mysteries  of  life  more  profoundly  than 
any  before  him.  It  is  by  no  means  necessary  that  the  farm  boy  should 
study  the  sunshine  only  to  find  its  value  in  pounds  of  beef ;  by  the  nature 
of  the  case  he  is,  if  intelligent,  brought  into  closer  touch  with  the  great 
problems  of  life  and  energy  than  any  other  being.  It  would  broaden, 
not  diminish,  the  scope  of  his  interest  if  from  boyhood  he  would  learn 
everything  possible  about  the  care  and  scientific  feeding  of  animals;  if 
he  were  to  learn  exactly,  for  example,  how  to  feed  for  beefsteak,  and 
how  to  feed  for  butter,  with  the  greatest  economy.  The  study  of  plants 
would  furnish  an  interesting  analogy.  The  selection  of  seed;  the  culti- 
vation of  crops  with  due  reference  to  roots  and  top;  planting,  care  and 
grafting  of  fruits;  the  relative  value  of  forage,  grain  and  other  crops, 
and  many  similar  topics,  are  subjects  of  exhaustless  study,  every  hour 
devoted  to  which  would  bring  actual  cash  returns,  and  at  the  same  time 
furnish  a  broad  basis  for  an  understanding  of  the  plant  world. 


196  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


(5)  Meteorology  and  Physics  of  the  Atmosphere. — By  a  carefui  study  of 
the  maps  and  other  materials  supplied  by  the  United  States  Weather 
Bureau,  every  farm  boy  should  learn  something  of  the  nature  of  the 
g-reat  storms  that  are  likely  to  visit  his  region.  A  careful  study  of  the 
weather  maps,  supplemented  by  good  collateral  reading,  would  leave 
very  little  to  be  desired  in  his  geography. 

(6)  Mineralogy. — The  composition,  the  origin  and  the  treatment  of 
soils,  how  their  productiveness  may  be  renewed  and  conserved.  The  re- 
lation of  the  soil  to  the  underlying  rock.  The  origin  and  relative  value 
of  the  native  rock.    The  geological  history  of  the  country. 

(7)  Chemistry. — A  practical  knowledge  of  the  principal  elements 
which  enter  into  the  soils,  plants  and  animals.    The  chemistry  of  foods. 

These  subjects  should  be  presented,  not  only  from  the  economic,  but 
also  f  rom  the  more  strictly  scientific  or  philosophic  side.  Because  "  Man 
shall  not  live  by  bread  alone,"  he  has  always  despised  the  science  of 
bread  for  bread's  sake.  Country  children,  as  well  as  all  others,  must  be 
allowed  to  have  an  insight  into  the  deeper  and  more  general  problems 
of  creation,  if  they  are  to  be  satisfied  with  their  work.  An  intelligent 
study  of  nature  from  the  economic  standpoint  inevitably  involves  a  study 
from  the  scientific  side  also. 

It  would  be  a  service  of  inestimable  value  to  the  rural  schools,  and, 
for  that  matter,  to  schools  everywhere,  if  the  many  government  publi- 
cations bearing  upon  the  studies  of  nature  could  be  placed  in  libraries 
easily  accessible  to  teachers  and  pupils.  The  best  of  these  should  be  in 
every  schoolhouse  as  books  of  reference.  These  works  are  worth  a  great 
deal  more  than  many  of  the  text  books  that  are  far  more  pretentious. 

3.  If  the  country  is  ever  to  acquire  that  refinement  which  the  human 
being  feels  it  is  his  right  to  possess,  it  must  grow  it.  Tiiere  are  those 
who  believe  that,  sometime,  the  great  tide  of  youth  that  is  now  pouring 
in  upon  our  cities  will  turn  back  upon  itself,  and  thus  carry  to  the 
country  the  culture  that  the  soil  could  not  of  itself  produce.  It  is  not 
to  be.  Those  who  are  once  engulfed  in  the  vortex  of  the  city  never  go 
back;  and  if  their  children  or  children's  children  are  by  some  chance 
cast  out  upon  the  country,  they  must  begin  life  afresh,  as  did  the  pri- 
meval man. 

Certain  physical  conditions  that  now  prevail  in  the  country  must  be 
improved,  or  social  progress  will  be  forever  stayed.  The  chief  of  these 
obstructive  conditions  is  the  unspeakable  system  of  roadmaking.  Good 
roads,  with  their  natural  sequelce.^  would  practically  solve  the  problem  of 
country  life.  They  would  mean  hours  of  social  intercourse  instead  of 
hours  of  dreary,  monotonous  solitude.  They  would  mean  free  delivery 
of  goods  from  the  stores  in  towns.  They  would  mean  free  and  daily  de- 
livery of  mail.  Better  have  three  or  even  four  cent  postage,  if  neces- 
sary, with  free  delivery  every  day,  than  one  cent  postage  and  the  "'catch 
as  catch  can  "  delivery  of  the  present  time.    Good  roads  would  mean  the 


COURSE  OF  STUDY  FOR  COMMON   SCHOOLS.  197 


rapid  extension  of  the  trolley  car  system,  which  would  reduce  to  the 
minimum  the  labor  of  exchange  of  commodities  between  one  locality 
and  another,  and  between  country  and  town.  As  in  the  city  the  atten- 
tion of  children  is  being  directed  more  and  more  to  municipal  affairs, 
so  in  the  country  let  the  children  study  practically  all  these  conditions, 
which  lie  at  the  foundation  of  their  physical,  intellectual  and  moral 
welfare. 

Whatever  else  the  course  of  study  may  do,  let  it  breathe  hope  for 
the  country  boys  and  girls;  not  the  hope  of  a  life  that,  to  be  realized, 
must  be  lived  in  the  city,  but  let  it  rouse  the  anticipations  of  a  life  that 
has  its  background  in  the  sunsets,  the  hills,  the  woods,  the  orchards, 
and  the  waving  grain  fields  of  the  country.  A  genuine  life,  intelli- 
gently lived,  alone  can  bring  culture.  Whether  the  instrument  of  living 
is  the  plow  or  the  pen,  it  matters  but  little;  the  furrow  well  turned,  and 
the  line  well  written,  are  both  fundamentally  and  absolutely  uninter- 
changeable  in  human  society. 

Country  life,  not  less  than  that  in  the  city,  may  have  its  aspirations 
that  are  truly  noble.  The  schools  must  not  confuse  or  destroy  these  by 
trying  to    citify  "  the  country  or  by  seeking  to    countrify  "  the  town. 

The  city  and  the  country  express  the  equation  in  life;  a  weakness  in 
one  member  means  the  ruin  of  both.  Each  must  supplement  but  not 
destroy  the  other,  and  both  must  be  preserved. 

Wilbur  S.  Jackson. 

Chicago  Normal  School. 


THE  FARM  AS  THE  CENTER  OF  INTEREST. 

[  Report  of  the  Committee  oe  Twelve.] 

Nowhere  on  earth  has  a  child  such  advantages  for  elementary  edu- 
cation as  upon  a  good  farm,  where  he  is  trained  to  love  work  and  to  put 
his  brains  into  work.  The  best  taught  school  in  a  densely  populated 
city  can  never  equal  in  educative  value  the  life  upon  a  good  farm  intelli- 
gently managed. 

The  child  on  the  farm  is  made  responsible  for  something,  for  some 
work,  for  some  care  taking,  and  out  of  this  responsibility  grow  trust- 
worthiness, habits  of  work,  and  a  feeling  of  personal  power  in  all  the 
essential  elements  of  character,  with  the  exception  of  those  much  needed 
phases  that  spring  from  personal  contact  with  society  outside  of  home. 

The  surroundings  of  the  child  upon  the  farm  in  contrast  with  the 
complexity  of  city  surroundings  are  comparatively  simple;  the  same 
forms,  colors,  sounds  are  repeated  in  endless  succession,  presenting  in- 
numerable variations  and  at  the  same  time  complete  harmony  and  unity. 
The  trees,  the  shrubs,  the  foliage,  the  flowers,  the  fields,  the  hills,  val- 
leys, plains  and  brooks  create  distinct,  everlasting  images  in  the  child's 
mind;  images,  impressed,  concentrated  and  expanded  by  countless  sensa- 


198 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


tions,  by  countless  contrasts,  that  stream  in  through  every  avenue  of 
the  soul. 

Then,  too,  everthing-  appeals  to  the  child  as  useful  or  non-useful. 
Farm  work  means  the  necessities  of  life,  the  comforts  of  home,  the  pos- 
sibilities of  an  education.  The  reaction  of  the  child  upon  his  environ- 
ment is  the  main  thing,  however;  his  power  to  conquer  nature  with  his 
own  hands  and  mind,  together  with  continual  lessons  which  bring  home 
to  him  the  inevitable  action  of  and  his  dependence  upon  the  laws  of 
nature,  as  they  assist,  or  as  they  baffle,  his  efforts. 

The  child  enters  school  with  senses  keen,  character  in  full  tide  of 
formation,  and  the  impulse  to  act  fully  organized.  He  has,  besides,  ac- 
quired a  comprehensive  knowledge  of  his  environment.  The  instinct- 
ive, spontaneous  growth  should  go  on  and  have  full  opportunities  for 
complete  development. 

The  statement  of  what  a  farm  does  for  a  boy  in  its  general  lines  may 
easily  be  taken  from  the  experience  of  a  farm  boy  in  New  England,  for 
instance.  It  is  possible  for  me  to  give  the  story  of  such  a  one  from 
actual  experience  —  what  he  learned,  what  he  studied,  and  what  he  ac- 
quired. 

The  scene  is  upon  a  rocky  farm  in  New  Hampshire;  the  boy  an  ordi- 
nary child,  such  as  you  may  meet  anywhere  in  this  world  of  ours.  As 
soon  as  he  found  himself  upon  the  farm,  at  eight  years  of  age,  he  began 
to  study — to  study  in  the  best  sense  of  that  much  abused  word.  He 
began  the  study  of  geography,  real  geography.  He  observed  with  ever 
increasing  interest  the  hills,  valleys,  springs,  swamps  and  brooks  upon 
the  old  farm.  The  topography  of  the  land  was  clear  and  distinct;  its 
divisions  into  fields,  pastures  and  forests  were  to  him  the  commonest 
facts  of  experience.  The  image  of  the  whole  farm  and  all  that  it  con- 
tained is  one  of  the  clearest  and  most  distinct  memories  in  his  mind  to- 
day. 

The  boy  not  only  studied  geography,  but  the  foundations  of  geogra- 
phy, geology  and  mineralogy.  He  knew  in  an  elementary  way  the  na- 
ture of  the  soils;  why  one  field  was  better  than  another  for  a  certain 
crop,  and  began  to  reason  upon  cause  —  sunshine,  drainage,  drought, 
and  fertilization. 

He  studied  botany.  All  the  kinds  of  grasses  he  knew  —  timothy, 
clover,  red  top,  silver  grass,  pigeon  grass;  how  they  were  sown,  how 
they  came  up,  grew,  were  cut,  cured,  and  fed  to  the  cattle;  what  kind  of 
hay  was  best  for  sheep,  and  what  for  oxen.  He  knew  the  different 
weeds,  too  —  the  rag  weed,  smart  weed,  pig  weed;  he  had  a  practical 
knowledge  of  these  from  close  contact,  with  the  hoe  and  his  bare  hands. 
This  knowledge  of  plants  took  in  medicinal  herbs  —  caraway,  camomile, 
catnip,  docks,  worts  and  mints,  lobelia,  pennyroyal  and  garget.  These 
practical  lessons  in  herbs  were  doubly  impressed,  sometimes  in  a  painful 
way,  although  they  were  intended  to  relieve  pain. 


COURSE  OF  STUDY  FOR  COMMON   SCHOOLS.  199 


The  flowers  that  grew  on  the  farm  and  surrounding  farms,  wild  and 
cultivated,  hollyhocks  and  lilacs  in  the  garden,  the  golden  rod  and  vio- 
lets of  the  pasture,  and  the  sweetest  flower  that  ever  blossoms,  lilting 
its  delicate  petals  close  by  the  snow  banks  in  the  early  spring,  the  har- 
binger of  the  resurrection  — the  trailing  arbutus,  taught  him  lessons  of 
beauty,  trained  his  eye  for  color,  deepened  his  reverence  for  God. 

He  knew  the  trees  —  the  maple  with  its  sweet  burden  of  spring,  the 
hemlock,  and  the  straight  pine  which  he  used  to  climb  for  crows'  nests. 
He  noted  the  difference  in  woods,  and  their  value.  As  soon  as  he  could 
wield  an  axe  he  cut  the  trees  for  lumber,  fences  and  firewood.  With  all 
the  shrubs  he  was  acquainted;  in  fact,  he  got  an  elementary  but  very 
useful  classification  that  has  made  the  subject  an  interesting  one  through- 
out his  life,  and  prepared  him  to  appreciate  the  practical  value  of  botany 
in  the  schools. 

He  studied  zoology,  too.  The  animal  life  of  the  farm  was  very  close 
to  him.  The  brutes  were  his  early  companions.  The  domesticated  ani- 
mals he  knew  —  the  frisking  lambs,  the  knowing  and  antagonistic  buck, 
the  tricky  mare.  He  helped  to  break  steers,  to  kill  hogs,  to  hunt  for 
eggs,  to  feed  the  chickens.  He  knew  the  wild  animals,  the  squirrels, 
the  rabbits,  the  woodchucks;  the  insects,  the  grasshoppers,  and  ants; 
bugs  that  scurried  away  when  he  lifted  a  stone. 

With  the  birds  he  was  intimately  acquainted  —  the  wrens  that  built 
their  nests  in  the  barn  and  sheds,  the  robin  redbreast,  the  shrieking 
bluejay,  the  tiny  warblers  in  the  woods,  the  wise  crow  and  the  timid 
partridge  that  would  give  her  life  in  defense  of  her  young. 

He  had  a  practical  knowledge  of  meteorology.  He  could  tell  the 
time  of  noon  upon  the  instant,  by  two  infallible  monitors,  his  stomach 
and  his  shadow.  He  could  foretell  storms  with  nearly  as  much  wisdom 
as  is  exercised  by  the  weather  bureau.  The  coming  of  a  shower  was 
known  to  him  —  the  hurry  scurry  to  get  the  hay  into  the  barn.  The 
long,  steady  breezes  from  the  east  brought  on  the  storm,  and  a  storm 
was  a  welcome  thing  to  a  boy  on  a  New  England  farm  !  It  meant  a  day 
of  perfect  delight  on  the  dear  old  river.  The  ostensible  purpose  of  the 
boy  was  to  catch  a  few  small  fish  —  the  real  purpose  worship,  alone  by 
the  rushing  floods,  the  quiet  pools,  the  pebbly  beaches,  and  the  silent 
woods. 

In  fact,  every  subject  now  known  in  the  curriculum  of  the  university 
this  boy  studied  in  an  elementry  way.  He  was  really  grounded  in  these 
studies.  He  observed,  investigated  and  drew  inferences,  perfectly  un- 
conscious, to  be  sure,  of  what  he  was  learning,  or  how  he  was  learning; 
but  still  he  learned  and  he  studied,  and  the  best  lesson  of  all  was  his 
personal  reaction  upon  his  environment.  His  plowing,  hoeing,  haying, 
digging,  chopping,  lumbering,  his  mending  of  sleds,  and  making  of 
cider,  sugar,  lye  and  soap  were  all  so  many  practical  lessons  in  life 
which  exercised  his  body,  stimulated  his  mind,  and  strengthened  and 
developed  his  purpose  in  life. 


200  COURSE  OF  STUDY  FOE,  COMMON  SCHOOLS. 


He  lived  to  become  a  school  teacher,  and  taught  school  earnestly 
and  bunglingly  for  twenty  years  before  he  had  even  a  suspicion  of  the 
value  of  his  farm  life  and  farm  work. 

How  the  work  of  the  children  upon  the  farm  is  to  be  brought  into 
the  school,  concentrated  and  expanded;  how  this  great,  spontaneous, 
ever  increasing  interest  is  to  be  made  use  of;  how  this  organized  energy 
is  to  be  turned  into  the  main  life  current,  are  questions  of  questions. 
It  is  the  imperative  duty  of  parents  and  teachers  to  determine  how  the 
farm  life  of  the  boy  and  the  girl  may  be  recognized  by  use  in  the  school 
room.  Which  of  all  the  studies  the  boy  has  begun  should  be  discon- 
tinued ?  Are  they  not  all  essential  ?  Must  they  be  held  in  abeyance 
until  he  reaches  the  door  of  a  high  school  or-a  college  ?  That  the  child 
begins  them  spontaneously  and  instinctively  is  argument  enough  for 
their  continuance. 

Without  attempting  a  course  of  study,  I  may  be  allowed  to  make 
some  suggestions.  In  these  suggestions  I  present  only  the  common  and 
common  sense  things  needed  in  farm  work  and  farm  life,  and  endeavor 
to  show  why  they  form  the  substantial  basis  of  all  study. 

GEOGRAPHY,  GEOLOGY,  MINERALOGY. 

The  child's  knowledge  of  geography  may  be  made  the  basis  of  all 
his  further  study  of  that  subject.  He  brings  into  school  geographical 
images  of  the  farm  and  the  surrounding  landscape.  He  is  tolerably 
well  acquainted  with  the  topography  of  his  district  and,  it  may  be,  of  the 
town.  First,  find  out  how  much  the  pupils  really  know  of  these  subjects. 
Get  them  to  describe  the  farm  or  any  part  of  it.  How  many  fields  are 
there  ?  Where  are  the  pastures  ?  The  woods  ¥  What  are  you  raising 
in  each  field  ?  How  many  cattle  have  you  ?  Describe  them.  Tell  about 
the  sheep,  the  horses,  the  hens.  Get  pupils  to  sketch  the  farm  on  the 
blackboard,  paper,  or  slates. 

A  pile  of  sand  in  the  yard  might  be  used  for  modeling  the  farm, 
showing  hills  and  valleys,  plains  and  brook  basins.  In  winter  rough 
boards  with  raised  edges  might  be  used  for  sand  modeling.  Later,  chalk, 
modeling  should  be  used  to  indicate  the  relief  of  the  land. 

The  beginning  of  political  geography  by  the  divisions  of  the  farm 
into  fields  and  pastures  may  be  made.  The  lay  of  the  land,  the  relative 
positions  of  these,  form  good  lessons  in  the  points  of  the  compass. 
Pupils  would  compare  one  farm  with  another,  so  that  in  time  they 
could  model  and  draw  the  whole  district,  including  the  roads. 

If  there  is  a  stream  in  the  neighborhood,  it  may  be  used  as  a  study 
of  the  brook  basin,  the  wearing  of  water — a  good  introduction  for 
geology.  The  examination  of  the  soil  after  rains,  especially  loosened 
soil,  may  be  studied  to  show  the  efi'ect  of  storms  in  erosion.  The  dip 
and  formation  of  the  surface,  division  into  hills  or  plains,  bottom  lands 
and  bluffs,  may  be  related  to  the  working  of  the  stream. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


201 


The  study  of  mineralogy  may  begin  with  the  study  of  soils,  the  kind 
of  soils,  and  the  forms  of  the  grains.  Specimens  of  gravel,  sand,  loam, 
vegetable  mold,  clay,  and  rock  should  be  brought  by  pupils  to  school 
and  studied.  How  is  vegetable  mold  formed?  What  in  the  soil  is  use- 
ful for  plant  life?  How  does  the  soil  change  through  vegetation  and 
under  cultivation,  and  also  under  the  action  of  heat,  water,  frost?  It  is 
easily  seen  that  all  these  are  elementary  studies  in  withering — dynami- 
cal geology. 

If  there  are  rocKs  on  the  farm,  they  may  be  studied;  the  archaic 
rocks,  the  secondary  rocks,  the  strata,  and  the  dip  of  the  rocks — all  so 
many  points  of  introduction  to  geology.  Boys  on  the  farm  will  know 
something  of  the  mineral  on  different  parts  of  the  farm,  in  different 
fields.  In  general  the  bottom  land  is  the  richest,  and  the  question 
might  easily  be  asked,  Why?  In  this  relation  uses  of  the  dilTerent  kinds 
of  soils  may  be  studied.  Questions  of  why  one  crop  will  grow  in  one 
portion  of  the  farm,  and  not  in  another,  and  why  crops  should  change 
or  rotate  from  year  to  year,  should  all  be  brought  in. 

Housekeeping,  butter  and  cheese-making,  cooking,  gardening,  and 
affairs  pertaining  to  home  economy  should  be  taken  into  the  school. 
Draw  and  describe  your  garden.  Divide  it  into  beds.  Locate  the 
flowers,  the  vegetables.  Sketch  your  hens,  the  turkeys.  How  do  you 
make  bread? 

METEOROLOGY. 

Elementary  studies  in  distribution  of  heat  would  come  through  the 
changes  of  the  seasons.  The  shadow  stick  may  be  used,  showing  the 
changes  in  the  sun's  position  relative  to  the  earth.  A  sun  dial  on  the 
schooihouse  should  be  made.  The  daily  changes  in  the  sunlight  coming 
through  the  different  windows  may  be  measured  through  shadows  on 
the  wall.  It  is  a  very  easy  matter  to  get  the  daily  weather  reports  and 
examine  them.  Every  country  school  should  have  a  thermometer, 
barometer,  anometer,  and  rain  gauge,  to  measure  the  force  of  heat,  the 
weight  of  air,  the  velocity  of  the  wind,  and  the  depth  of  the  rainfall. 
Pupils  should  make  weather  reports  day  by  day  and  compare  them  with 
the  printed  weather  reports.  The  elementary  study  of  air  and  its 
composition  should  be  made;  its  weight,  direction,  and  velocity.  The 
study  of  evaporation  of  water,  followed  by  the  forms  of  water  in  the 
air — fog,  mist,  and  cloud,  should  be  made.  Pupils  may  be  called  upon 
to  make  daily  prophesies  of  the  weather,  and  give  their  reasons  for  the 
same.  Every  change  of  the  atmosphere,  shower,  rain,  hail,  snow,  or 
wind  may  be  taken  advantage  of  for  this  purpose. 

The  uses  of  water  may  be  discussed,  especially  the  uses  of  water  for 
vegetable  life;  the  drainage  of  the  land,  especially  on  farms  where  the 
land  has  to  be  tiled;  or  where  irrigation  is  necessary.  Questions  like 
these  may  be  subjects  of  investigation:  How  far  does  the  water  go  down 
into  theearth?    Whatstopsit?    The  cause  of  a  spring?    A  brook,  creek, 


202  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


rivulet,  or  river?  The  saturation  of  different  kinds  of  soil  and  rock  by- 
water.  Depth  of  the  wells  and  changes  in  the  water  level.  Into  this 
discussion  would  come  the  question  of  floods  and  flood  plains,  and  of  silt 
brought  down  by  the  water,  how  and  where  deposited,  that  is  to  say,  if 
there  is  a  creek  or  a  river  on  or  near  the  farm. 

These  are  some  of  the  innumerable  points  in  regard  to  meteorology 
that  impinge  on  the  child  from  all  sides,  and  lead  to  higher  and  more 
difficult  questions  and  investigations. 

PLANT  LIFE. 

I  should  place  first  in  this  study  the  crops  upon  the  farm;  the  study 
of  the  corn;  its  history;  its  nature;  different  kinds  of  corn;  the  uses  of 
corn.  The  same  may  be  said  of  wheat,  oats,  rye,  and  barley.  How  land 
should  be  fertilized  for  different  crops.  Study  of  the  food  of  plants, 
nutrition,  etc.  The  grasses  may  be  studied;  different  kinds  of  grasses 
brought  into  the  schoolroom. 

In  the  spring  germination  of  seeds  may  be  especially  noted.  Seeds 
should  be  planted  in  boxes  in  the  schoolroom.  It  would  be  an  excellent 
plan  to  have  a  half-acre  garden  near  the  school,  in  which  the  experi- 
ments could  be  performed,  and  in  which  the  farmers  of  the  district 
would  take  a  deep  interest.  The  garden  could  be  made  of  value,  and 
should  include  everything  that  is  raised  on  the  farm.  There  should  be 
a  preliminary  study  of  plants,  especially  flowers,  in  regard  to  function. 
Little  or  no  attempt,  at  first,  should  be  made  to  close  analysis,  or  to 
classification.  The  guide  in  the  elementary  study  of  all  subjects  should 
be  function. 

Forests:  different  kinds  of  trees  on  the  farm;  leaves,  and  bark  of  the 
trees;  deciduous  and  non-deciduous  trees;  the  use  of  wood  for  heat, 
shelter,  and  household  furniture. 

ZOOLOGY. 

The  study  of  domestic  animals  and  their  functions;  cows,  and  differ- 
ent kinds  of  cows;  milk,  and  how  milk  is  changed  to  butter  and  cheese. 
The  history,  for  instance,  of  butter  and  cheese-making,  from  the  old- 
fashioned  churn  to  the  creamery.  Study  of  horses  and  sheep;  use  of 
wools;  meat  of  different  animals.  Study  of  wild  animals,  birds.  Get 
each  pupil  to  make  a  list  of  all  the  birds  he  sees  upon  the  farm  during 
the  year;  when  they  come,  how  long  they  stay,  when  they  depart. 
This  would  bring  observations  in  regard  to  migration.  Name  the  birds 
staying  upon  the  farm  all  summer.  Where  do  they  build  their  nests? 
How  do  they  raise  their  young?  What  do  they  eat?  What  birds  are  in- 
jurious to  the  farm?  What  birds  are  useful?  The  pupils  could  learn 
many  a  profitable  lesson;  would  find  that  most  of  the  old  ideas  about 
birds  are  totally  wrong;  that  many,  if  not  all,  of  the  birds  that  have 
been  counted  mischievous  are  really  helpful;  that  birds  are  needed  on 
the  farm  to  kill  destructive  insects;  that  the  little  damage  which  crows, 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  203 


for  instance,  bring-  about  is  comparatively  nothing  to  the  good  they  do; 
that  the  birds  are  really  nature's  militia  "  to  destroy  the  enemies  that 
menace  the  life  of  vegetable,  plant,  and  tree. 

Another  study  is  that  of  destructive  insects;  the  wood-borers,  the 
cankerworms,  the  weevil;  a  very  practical  study.  Then  there  are  the 
bees,  wasps,  butterflies,  and  their  uses  in  efflorescence.  The  wonders  of 
honey-making.  The  earthworms  and  the  effect  they  have  upon  the  soil. 
The  boy  will  be  sure  not  to  leave  out  the  woodchuck,  the  fox,  the  coon, 
or  the  muskrat.  He  may  even  learn  that  the  unpleasant  little  skunk 
has  a  use  and  a  place  in  the  world. 

PHYSICS  AND  CHEMISTRY. 

Wherever  forces  are  seen,  felt,  or  handled,  an  inquiry  into  the 
nature  of  such  forces  is  the  study  of  physics.  Meteorology  is  one  of  the 
great  departments  of  physics.  Distribution  of  sunshine,  the  working 
and  nature  of  heat,  the  force  and  wearing  of  water,  measurements  of 
air,  of  the  wind,  are  all  close  to  the  child,  who  needs  only  good  teaching 
to  lead  him  to  close  and  closer  investigation. 

Practical  uses  of  force  suggest  many  problems:  force  of  running 
water;  running  mills;  force  of  wind  is  turning  windmills;  the  economical 
application  of  force  in  farm  machinery  from  the  apple-parer  to  the 
reaper;  the  mystery  of  the  lever  revealed  by  wedge  and  crowbar;  the 
turning  of  the  grindstone;  and  the  use  of  the  jackscrew  in  raising  build- 
ings. 

Chemical  changes  are  taking  place  in  earth,  air,  and  v/ater,  and  are 
continually  applied  in  the  household  affairs.  The  teacher  has  an  excel- 
lent opportunity  to  call  attention  to  the  chemistry  of  cooking;  to  yeast; 
to  milk  in  its  transmutation  to  butter  and  cheese;  the  making  of  lye  and 
soap;  the  oxidation  of  metals.  The  composition  and  nature  of  different 
soils  are  a  fruitful  study;  the  effect  of  sunlight  upon  foliage  in  the  pro- 
duction of  leaf  green;  the  transpiration  of  water  through  vegetable 
tissues,  bearing  nutrition  from  cell  to  cell.  The  burning  of  wood  and 
its  change  into  ashes. 

The  children  upon  a  farm  are  called  upon  to  apply  daily  the  laws  of 
chemistry  and  physics.  It  is  the  province  of  the  teacher  to  lead  them  to 
apply  these  laws  more  and  more  intelligently,  to  the  end  that  a  deep  in- 
terest is  aroused  and  they  are  made  earnest  and  everlasting  students  of 
these  subjects. 

MATHEMATICS. 

There  can  be  no  work  properly  done  upon  the  farm  without  measur- 
ing. Most  of  this  measuring  is  done  by  what  is  called  rule  of  thumb," 
or  so-called  practical  judgment.  The  farmer  estimates  weight  of  cattle, 
hogs  or  sheep  by  sight.  He  can  tell  how  much  cord  wood  or  timber  a 
certain  area  of  forest  will  produce.  In  fact,  measuring  in  everything  he 
does  is  absolutely  essential.    There  is  no  better  way  for  the  teacher  to 


204  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Study  the  processes  of  measuring-,  or  arithmetic,  than  to  inquire  into 
the  everyday  demands  of  farm  work,  and  no  better  way  to  teach  arith- 
metic than  to  bring-  the  measuring-  necessary  for  farm  work  into  the 
schoolroom.  The  elementary  work,  and  the  work  that  ought  to  be  con- 
tinued throug-hout  the  course,  should  be  largely  estimation  with  eye 
and  hand,  of  length,  of  distance,  area,  volume,  bulk,  force,  and  weight; 
the  estimates  to  be  verified  by  actual  measurements.  That  which  a 
farmer  is  called  upon  at  every  turn  to  do  should  be  begun  with  the 
children.  And  here  the  parent  can  supplement  the  teacher  at  every 
step. 

When  developing  the  mode  of  judgment,  the  pupil  should  be  trained 
to  use  the  chain  in  measuring  areas,  the  yard-stick  in  measuring  cord 
wood,  forceps  in  lumber,  dry  measure  for  grain,  scales  for  weights, 
liquid  measure  for  milk,  vinegar,  or  molasses. 

The  outcome  of  all  raising  of  crops  is  commercial  value.  There 
should  be  a  system  of  farm  bookkeeping,  in  which  writing  and  arith- 
metic play  a  prominent  part.  Children  could  be  easily  trained  to  keep 
books  for  their  parents,  and  the  work  of  the  farm  be  made  to  present  all 
the  problems  and  conditions  for  a  complete  mastery  of  all  essentials 
in  arithmetic. 

READING  AND  LITERATURE. 

The  suggestions  already  given  are  for  the  elementary  study  of  sub- 
jects. Interest  in  all  these  subjects  will  lead  directly  to  a  great  desire 
to  know  more  of  the  observations  and  investigations  of  others.  Here 
reading  and  the  study  of  text-books  have  their  great  place.  The  first 
steps  in  reading  may  be  short  stories  of  the  farm,  of  the  crops,  of  the 
animal  and  plant  life,  written  in  simple  sentences  upon  the  blackboard. 
The  reading  lessons  should  be  closely  related,  and  from  beginning  to 
end  bear  directly  upon  the  subjects  the  child  studies. 

Nor  is  there  wanting  a  great  and  extensive  literature  on  geography, 
geology,  mineralogy  and  botany.  Books  like  "The  Soil,"  written  by 
P.  H.  King,  University  of  Wisconsin,  and  "The  Great  World's  Farm," 
by  Salina  Gaye,  would  arouse  an  intense  interest  if  the  subjects  here 
named  were  really  used  for  the  education  of  the  child.  Poetry  may  be 
brought  in  at  every  step  —  the  poetry  of  the  farm,  the  clouds,  the  air, 
the  winds,  the  flowers,  the  fields.  The  pupil  will  find  that  the  poet  and 
the  artist  have  embalmed  in  deathless  prose  or  poetry  the  commonest 
things  of  earth,  air,  and  water  by  which  he  is  surrounded.  Thin, 
vapid,  sensational,  injurious  reading  would  have  no  place  in  his  life  if 
all  reading  were  carefully  selected  in  the  direction  of  his  aroused,  sus- 
tained and  educative  interests. 

The  process  of  learning  to  read  is  a  very  simple  one,  if  the  free, 
spontaneous  action  of  the  mind  is  not  obstructed  by  abnormal  methods. 
When  the  proper  stage  of  development,  which  manifests  itself  in  an  in- 
tense desire  to  gain  knowledge  through  the  printed  page  is  reached. 


205 


the  child  will  learn  to  read  as  easily  as  he  has  already  learned  to  hear 
language.  All  reading  should  come  close  to  the  child,  should  enter  into 
his  personal  experience;  should  be  about  something  he  feels  the  need  of 
knowing  — facts  about  his  pets,  about  things  he  loves  to  do  — words 
that  re-image  familiar  scenes.  This  would  make  reading  and  the  selec, 
tion  of  good  literature  a  habit  for  life. 

WRITING,  GRAMMAR,  SPELLING. 

Writing  is  one  of  the  modes  of  thought  expression.  The  funda- 
mental necessity  is  to  have  something  to  express,  some  image  to  control 
and  steady  the  hand,  some  earnest  desire  to  communicate  with  others 
by  means  of  writing.  Skill  in  writing  takes  care  of  itself  if  the  teacher 
writes  rapidly  and  well.  Technical  skill  is  nine-tenths  imitation.  The 
main  thing  is  the  impulse  which  the  teacher  discerns,  seizes  upon, 
guides,  and  controls.  The  farm  is  rich  with  interesting  subjects,  rich 
for  the  novice  of  six,  or  the  pupil  of  sixteen.  Descriptions  of  animals, 
plants,  forests,  fields,  pastures,  hills,  valleys,  soils,  the  germination  of 
seeds,  the  gardening,  the  shower,  the  clouds,  the  rainstorm,  hailstorm, 
snowstorm,  the  cyclone,  the  raising  of  crops,  the  cutting  and  curing  of 
hay,  the  harvest,  the  market  — these  are  among  the  innumerable  sub- 
jects that  may  be  made  of  intense  interest  to  the  children  of  the  coun- 
try. The  little  ones  may  write  a  word,  a  line,  or  a  paragraph;  the  older 
ones,  pages. 

And  in  such  work  comes  the  one  sensible  method  of  teaching  spell- 
ing and  grammar.  Writing  is  spelling  and  punctuation,  just  as  speech 
is  fundamentally  pronunciation.  Using  correct  language  is  grammar, 
and  where  can  pupils  use  correct  language  to  better  advantage  than  by 
writing  under  the  direct  impulse  of  thought  ? 

MANUAL  TRAINING,  ART. 

One  central  and  invaluable  thing  gained  on  the  farm  is  the  necessity 
for  and  habit  of  work.  All  work  on  the  farm  should  be  honored  in  the 
schoolroom  by  expanding  and  concentrating  it.  The  school  should 
send  back  the  children  to  the  farm  filled  with  the  dignity  of  labor. 

The  work  of  the  farm,  in  a  broad  sense,  is  manual  training,  but 
most  farm  boys  get  a  coarse  way  of  doing  manual  training.  They  do 
not  learn  to  use  their  hands  expertly  as  they  should.  On  all  farms 
there  should  be  workshops  for  the  mending  of  tools,  construction  of  ma- 
terials and  apparatus  for  farm  work,  and  in  the  country  school  there 
should  also  be  a  small  manual  training  department  in  which  pupils  may 
be  trained  to  use  their  hands  skillfully  in  making  things  needed  for  the 
farm  and  the  home. 

No  argument  is  here  made  for  manual  training;  I  would,  however, 
enter  an  earnest  plea  for  its  adoption  in  the  school  on  the  score  that  it 
would  make  labor  both  honorable  and  interesting,  and  that  its  value  as 


206  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


a  potent  factor  in  the  development  of  the  brain  would  be  recog^nized  and 
appreciated  by  both  parents  and  teachers. 

Apparatus  for  experiment  could  be  made  with  a  small  outfit,  a 
bench,  a  few  tools,  lumber,  and  metals.  Much  of  the  lumber  could  be 
brought  by  the  pupils  from  the  farm.  They  could  cut  the  wood.  If  it 
needed  sawing  it  could  be  sawed  at  the  mill.  Wood  manual  training  is 
one  of  the  best  ways  to  learn  the  uses  of  woods.  There  should  be  a 
small  forge,  and  some  work  in  iron  and  other  metals  as  well.  Every 
boy  and  girl  should  have  a  work  bench  at  home  and  wood-carving  ma- 
terials, to  develop  the  instinctive  habit  of  whittling  into  something 
useful  and  ornamental.  Long  winter  evening  could  be  profitably  util- 
ized in  manual  training  and  the  exercise  of  the  arts. 

The  objects  of  art  are  countless,  the  modeling,  painting,  and  draw- 
ing of  land  surfaces  in  geography,  and  illustrations  in  geology  and 
mineralogy.  Landscape  and  plant  life  furnish  a  great  number  of  sub- 
jects for  painting.  Children  have  a  perfect  passion  for  drawin-g,  until 
it  is  crushed  by  over-attempts  at  accuracy,  or  by  the  drawing  of  flat 
copies.  With  a  good  blackboard,  which  is  the  best  piece  of  educational 
apparatus  ever  invented  for  school  or  home,  children  could  show  the 
different  kinds  of  crops;  draw  cornstalks,  grasses,  flowers,  and  trees. 
Of  course,  these  drawings  would  be  crude,  but  at  the  same  time  they 
would  be  satisfactory  to  the  child,  and  justly,  for  they  would  correspond 
with  his  images;  the  drawing  in  turn,  would  stimulate  observation,  and 
the  result  would  be  clearer  insight.  Exact  drawing  could  be  introduced 
in  measuring,  or  arithmetic,  and  in  making  projection  drawings  or 
manual  training.  Experience  has  shown  that  children  take  great  de- 
light in  such  work,  and  that  is  in  the  highest  degree  educative. 

Art  study  leads  to  the  cultivation  of  taste,  and  many  farmhouses, 
many  cold  and  desolate  sitting-rooms  could  be  made  beautiful  by  the  art 
of  the  children;  and  their  comfort  enhanced  by  the  manual  training. 
Every  effort  should  be  made  to  project  the  work  of  the  school  into  the 
life  of  the  child.  Invention  may  be  stimulated  by  asking  pupils  to  plan 
a  hen  house,  wood  shed,  barn,  farmhouse,  and  the  selection  of  trees  and 
shrubs  to  beautify  yard,  garden,  and  landscape. 

INDUSTRIES  AND  COMMERCE. 

The  study  of  the  commercial  side  of  farm  products  should  have  its 
place  in  the  school.  The  cost,  the  selection,  the  use  of  crops,  and  their 
value  in  selling.  Here  arithmetic  and  bookkeeping  would  come  in. 
Transportation  of  crops  would  have  its  place,  the  team,  the  railroads. 
Where  farm  products  are  consumed.  The  subject  of  farm  tools,  instru- 
ments of  work,  may  be  studied.  How  crops  are  prepared  for  the  market; 
the  question  of  mills ;  the  preservation  of  foods ;  barns ;  winter  pro- 
tection of  cattle;  ensilage.  Transportation,  beasts  of  burden,  wagons; 
railroads,  steamboats,  in  our  own  and  foreign  countries.   The  beginning 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  207 


of  history,  how  others  live  and  have  lived,  is  involved  in  this  idea  of 
commerce. 

The  geographical  distribution  of  soil  may  be  considered,  as  well  as 
the  distribution  of  the  air,  moisture,  heat,  and  plant  life,  and  through 
the  careful  and  thoughtful  study  of  the  farm,  the  whole  earth,  in  time, 
may  be  brought  to  the  child. 

HISTORY. 

The  elements  of  history  are  everywhere  present  on  the  farm.  The 
history  of  farming  tools,  from  the  sickle  to  the  reaper;  from  the  crude 
plow  of  the  poet  to  the  steam  plow  of  to-day;  from  the  hoe  to  the  culti- 
vator. The  history  of  butter  making,  from  the  old  fashioned  churn  to 
the  model  creamery.  The  story  of  the  mill ;  the  history  of  the  potato  ; 
of  maize;  of  the  tomato.  How  beets  are  now  competing  with  sugar 
cane.  If  there  is  an  experimental  station  in  the  neighborhood,  it  should 
be  used  as  an  auxiliary  to  the  school,  where  the  history  and  present 
status  of  agriculture  may  be  studied. 

Most  towns  in  the  eastern  states,  and  some  in  the  west,  have  inter- 
esting local  histories.  There  are  generally  stories  of  the  Indians,  of 
settlements,  of  colonization,  of  noted  men  and  women,  of  the  part  taken 
by  the  citizens  in  the  Civil  War.  A  strong  love  for  history  can  be  in- 
duced and  fostered  by  beginning  this  study  close  to  the  home. 

The  breakfast  and  dinner  table  furnishes  excellent  starting  points 
in  the  study  of  history.  How  much  does  the  farm  in  itself  furnish 
of  the  food  of  the  family?  What  is  obtained  outside,  and  where  is 
it  obtained  ?  History  of  the  making  of  cloth,  the  story  of  the  spin- 
ning wheel  and  the  spinning  jenny;  the  hand  loom  and  the  power 
loom.  The  study  of  the  inventions  used  on  the  farm  will  lead  directly 
to  the  biographies  of  their  inventors  and  the  relation  of  machiney  to 
human  progress.  The  history  of  roads  and  road  making,  back  to  the 
time  of  the  Romans.  There  should  be  lessons  in  every  school  upon  the 
nesessity  and  practicability  of  good  roads,  and  the  best  methods  and 
material  for  making  them. 

CONCLUSION. 

The  tremendous  advantage  of  a  rational  course  of  work  in  country 
schools  is  that  it  would  make  a  strong,  binding  union  of  the  home  and 
the  school,  the  farm  methods  and  the  school  methods.  It  would  bring 
the  farm  into  the  school,  and  project  the  school  into  the  farm.  It 
would  give  parent  and  teacher  one  motive,  in  the  carrying  out  of  which 
both  could  heartily  join.  The  parent  would  appreciate  and  judge  fairly 
the  work  of  the  school,  the  teacher  would  honor,  dignify,  and  elevate 
the  work  of  the  farm.  Farmer  and  housewife  would  be  ready  to  discuss 
the  methods  of  the  farm  and  housekeeping  in  the  school.  Children,  pa- 
rents, and  teachers  could  meet  at  stated  periods  and  hold  discussions  in 


208  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


the  direction  of  their  hig-hest  interests.  One  of  the  best  meetings  I 
ever  attended  was  a  union  of  grangers  and  teachers  in  Oceana  county, 
Mich.  One  hour  was  devoted  to  a  discussion  of  how  to  raise  potatoes, 
and  the  next  was  given  to  the  education  of  children. 

The  farmers  would  become  deeply  interested  in  having  libraries  in 
the  schools,  carefully  selected.  Long  winter  evenings  could  be  spent 
around  the  fireside  in  mutual  study;  parents  helping  children,  and  the 
children,  in  turn,  arousing  and  stimulating  parents. 

Country  life  too  often  fails  in  the  proper  social  conditions.  It  tends 
to  isolation.  A  common  purpose  of  education  would  obviate  this.  The 
farmer  would  often  invite  the  school  to  visit  his  farm,  and  to  study  it. 
Pleasant  and  profitable  social  meetings  would  be  the  order  of  the  day. 
The  teacher  with  clear  ideas  of  what  education  ought  to  be  would  bring 
the  people  of  a  district  together  to  discuss  the  welfare  of  their  children. 
Exhibits  of  pupils'  work,  of  manual  training  and  the  arts  would  natu- 
rally follow  and  greatly  increase  the  interest. 

It  is  an  indisputable  fact  that  cities  draw  largely  upon  the  country  for 
men  of  action  and  affairs.  There  are,  no  doubt,  some  notable  exceptions 
to  this  rule,  but  in  the  main,  the  leaders,  both  men  and  women,  suc- 
cessful manufacturers,  bankers,  doctors,  lawyers,  ministers,  statesmen, 
have  received  their  early  education  upon  the  farm  or  in  the  workshop. 

Education  deserves  to  be  regarded  in  a  broader  and  more  rational 
light.  Real  education  should  be  read  in  terms  of  character  — character 
translated  into  action.  Sound  judgment,  common  sense,  wisdom  ac- 
quired by  observation  and  tempered  by  experience,  with  genius  to  help 
one's  self,  and  power  to  plan  and  execute,  entitle  a  man  to  a  diploma  from 
the  world  at  large,  if  not  from  a  university.  Education  which  is  worthy 
the  name  generates  the  power  that  penetrates  life  and  makes  it  better. 

No  method,  no  system  of  schools,  no  enrichment  of  courses  of  study, 
not  even  the  most  successful  of  teachers,  can  ever  take  the  place  in  fun- 
damental education  of  the  farm  and  the  workshop.  No  matter  how 
good  the  city  schools  may  be,  or  may  be  made;  no  matter  how  good  the 
state  of  society  may  be,  the  vital  reinforcements  of  city  life  that  lead  to 
progress  and  prosperity,  so  far  as  we  can  see,  must  always  come  from 
the  sturdy  stock  of  the  farm.  This  fact,  upon  which  most  educators 
agree,  puts  upon  the  country  school  an  immense  responsibility.  It  is 
no  small  office  to  train  the  men  and  women  who  are  to  lead  and  guide 
the  future  of  the  republic. 

The  country  schools  have  every  advantage,  so  far  as  material  means 
are  concerned;  their  environment  is  rich  in  organic  and  inorganic 
forms;  but  in  one  thing  they  are  lacking  —  the  teacher  who  can  utilize 
that  which  offers  itself  in  such  abundance.  This  is  a  want  which  every 
thoughtful  person  deplores,  a  want  that  will  be  met  when  the  farmers 
themselves  realize  what  a  powerful  influence  for  good  their  schools  may 
be  made. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  209 


When  skill,  expertness,  and  insight  control  the  methods  of  country 
schools;  when  excellent  teachers  remain  in  the  same  schools  year  after 
year,  the  already  powerful  influence  of  country  life  upon  the  destinies 
of  the  nation  will  be  mightly  enhanced. 

A  large  majority  of  boys  and  girls  upon  the  farm  entertain  mistaken 
notions  of  life  in  cities,  and  early  form  a  desire  to  enter  into  the  seem- 
ingly greater  advantages  to  be  found  in  such  centers.  This  leads  to  the 
congestion  of  cities,  and  disturbs  the  social  balance.  School  education 
alone  can  cope  with  this  disease  of  the  body  politic,  and  this  by  foster- 
ing an  interest  in  farm  life  and  farm  work. 

Boys  must  be  led  to  see  something  more  in  farm  life  than  patient, 
continuous  work  of  planting,  sowing,  care-taking,  and  reaping.  Many 
a  young  man  leaves  the  farm  to  become  a  mere  counter-jumper  in  the 
city,  who,  if  he  had  the  right  education,  would  make  himself  an  in- 
fluential and  successful  farmer. 

My  plea,  then,  is  that  the  country  school  should  make  farm  labor 
and  all  labor  honorable;  should  dignify  it;  should  show  that  the  environ- 
ment of  the  country  furnishes  inexhaustible  resources  for  intellectual 
life;  should  see  to  it  that  the  aesthetic  side  of  child  nature  be  assiduously 
cultivated;  that  the  child  bring  a  loving  heart  to  nature,  have  an 
appreciative  eye  for  beautiful  things;  that  he  be  led  to  see  the  possibili- 
ties in  the  landscape  of  the  farm — the  necessity  of  making  excellent 
roads,  well  lined  with  shade  trees;  that  the  so-called  practical  things  of 
life,  hard  and  severe  labor,  should  have  their  highest  outcome  in  the 
cultivation  of  the  love  of  the  beautiful  in  life— that  love  which  leads  the 
soul  to  profound  reverence  for  all  things  of  earth,  because  they  are 
loving  gifts  of  an  infinite  God. 

Francis  W.  Parker. 

Chicago  Normal  School. 

LIST  OF  BOOKS  FOR  RURAL  SCHOOLS  AND  COMMUNITIES. 

[  Report  of  the  Committee  op  Twei^vb.] 
The  committee  has  endeavored  to  make  out  a  list  of  books  for  study 
and  reading  for  parents,  teachers  and  pupils  in  the  country  schools.  It 
wishes  to  acknowledge  the  assistance  of  President  F.  W.  Parker,  of 
Professor  L.  H.  Bailey,  of  Cornell  University;  Professor  F.  H.  King, 
University  of  Wisconsin,  and  Professor  D.  L.  Kiehle,  of  Minnesota, 

Colonel  Parker  makes  this  suggestion:  "The  mere  reading  or  study 
of  these  books,  without  copious  illustrations  direct  from  nature,  would 
be  like  reading  any  other  books  without  experience  back  of  them.  My 
suggestion  is  this:  that  the  books  be  read  in  connection  with  the  study 
of  nature.  The  teachers  can  easily  make  the  right  selections;  for  in- 
stance, the  study  of  soils  in  the  time  of  plowing,  the  study  of  plants  in 
the  time  of  growth,  etc.  Specimens  may  be  brought  into  the  school- 
room,  or  better,  the  pupils  may  go  to  the  specimens  by  field  excursions. 


210  COUKSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


"I  am  quite  sure  there  are  many  other  books,  but  I  have  not  had 
sufficient  time  to  get  hold  of  them. 

"I  wish  to  call  the  attention  of  the  teachers  to  a  fact  that  should  be 
well  known,  that  the  United  States  government  publishes  some  of  the 
best  books  on  farming  and  nature  known.  I  have  appended  a  very  brief 
list  here,  but  the  trustees  of  schools  and  principals  of  schools  can  very 
easily  get  all  these  valuable  documents  from  their  representative  in 
Congress." 

AGRICULTURE. 

The  Soil,  Franklin  H.  King  (Rural  Science  Ser.).  The  Macmillan 
Co.  Reading  and  study  for  school  and  home;  excellent  for  study  of 
upper  grades  and  farmers'  meetings. 

The  Fertility  of  the  Land,  J.  P.  Roberts.  The  Macmillan  Co.  Read- 
ing and  study  for  home  and  school.  Excellent. 

First  Principles  of  Agriculture.  Edward  B.  Voorhees.  Silver,  Bur- 
dett  &  Co.  Reference. 

Irrigation  Farming,  Lute  Wilcox.    Orange  Judd  Co.  Reference. 

Farm  Drainage,  C.  G.  Elliot.  United  States  Department  of  Agri- 
culture (  Farmers'  Bulletin  No.  40  ) .  Reference. 

Tillage  and  Implements,  W.  J.  Maiden.  G.  Bell  &  Sons.  Reference. 

Our  Farming,  T.  B.  Terry.  The  Farmer  Co.,  Philadelphia.  Refer- 
ence. 

Yearbook  of  the  United  States  Department  of  Agriculture.  Refer- 
ence. 

Farmers'  Bulletins,  United  States  Department  of  Agriculture.  Ref- 
erence. 

Relation  of  Soil  to  Climate,  E.  W.  Hilgard.  Bulletin  No.  3,  United 
States  Weather  Bureau  Department. 

Some  Physical  Properties  of  Soil  in  their  Relation  to  Moisture  and 
Crop  Distribution,  Milton  W.  Whitney.  Bulletin  No.  4,  United  States 
Weather  Bureau  Department. 

Fluctuations  of  Ground  Water,  Franklin  H.  King.  Bulletin  No.  5, 
United  States  Weather  Bureau  Department. 

Laws  of  Rainfall,  Gustavus  Hinrichs.  United  States  Department  of 
Agriculture. 

Forest  Influence  upon  Climate,  Water  Supply  and  Health,  B.  E.  Fer- 
now.    Bulletin  No.  7,  Division  of  Forestry. 

HORTICULTURE. 

The  Principles  of  Fruit  Growing,  L.  H.  Bailey.  The  Macmillan  Co. 
Reading  and  study  for  home  and  school. 

American  Fruit  Culturist,  J.  J.  Thomas.  Orange  Judd  Co.  Refer- 
ence. 

Landscape  Gardening,  Edward  Kemp.  Orange  Judd  Co.  Reference. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


211 


How  to  Make  the  Garden  Pay,  T.  Greiner.  Orang-e  Judd  Co.  Ref- 
erence. 

Principles  of  Plant  Culture,  E.  S.  Gofif,  Madison,  Wisconsin.  Refer- 
ence. 

Plant  Breeding,  L.  H.  Bailey.    The  Macmillan  Co.  Reference. 
Nursery  Book,  L.  H.  Bailey  (Garden  Craft  Ser.).    The  Macmillan 
Co.  Reference. 

Horticulturist's  Rule  Book,  L.  H.  Bailey.  The  Macmillan  Co.  Ref- 
erence. 

BOTANY. 

How  Crops  Grow,  S.  W.  Johnson.    Orange  Judd  Co.  Reference. 

How  Crops  Feed,  S.  W.  Johnson.    Orang-e  Judd  Co.  Reference. 

Familiar  Trees  and  their  Leaves,  F.  S.  Mathews.   D.  Appleton  &  Co. 

Familiar  Flowers  of  Field  and  Garden,  P.  S.  Mathews.  D.  Apple- 
ton  &  Co.  Excellent  for  reference.  May  be  profitably  studied  with  the 
flowers  and  plants  throughout  the  year. 

The  Garden's  Story,  G.  H.  EUwanger.  D.  Appleton  &  Co.  Refer- 
ence. 

How  Plants  Grow,  Gray.    American  Book  Co.  Reference. 
Botany  for  Public  Schools,  Abbie  G.  Hall.    Geo.  Sherwood  &  Co. 
Heference. 

Botany  for  Young-  People,  Gray.  American  Book  Co.  To  be  read 
with  specimens  by  intermediate  grades. 

From  Seed  to  Leaf,  J.  H.  Newell.    Ginn  &  Co.  Reader. 

Talks  Afield,  L.  H.  Bailey.  Houghton,  Mifflin  &  Co.  For  teachers. 
Good  for  field  excursions. 

Chapters  on  Plant  Life,  S.  B.  Herrick.  Harper  &  Bros.  To  be 
studied  with  specimens  and  microscope  by  intermediate  grades. 

How  to  Know  the  "Wild  Flowers,  Mrs.  Wm.  S.  Dana.  Chas.  Scrib- 
ner's  Sons. 

Plants  and  their  Children,  Mrs.  Wm.  S.  Dana.    American  Book  Co. 

SCIENCE. 

Sunshine,  Amy  Johnson.  The  Macmillan  Co.  Reading  book  for 
.grammar  grades. 

Forms  of  Water,  Tyndall.    D.  Appleton  &  Co.    Eighth  grade. 

Weather,  Ralph  Abercromby.    D.  Appleton  &  Co. 

Natural  History  of  Selborne,  Gilbert  White.  Ginn  &  Co.  Eighth 
grade. 

The  Great  World's  Farm,  Selina  Gaye.  The  Macmillan  Co.  Charm- 
ing and  very  profitable  grammar  grades  and  home  study. 

Elementary  Meteorology,  W.  M.  Davis.  Ginn  &  Co.  Teachers  and 
parents,  and  for  reference. 

A  Popular  Treatise  on  the  Winds,  W.  Ferrel.  John  Wiley  &  Sons. 
Teachers'  study  and  reference. 


212  COURSE  OF  STUDY  FOB,  COMMON  SCHOOLS. 


Elementary  Text-Book  of  Physical  Geograghy,  R.  S.  Tarr.  The 
Macmillan  Co.    Excellent  for  study  and  reference. 

The  Geological  Story  Briefly  Told,  J.  D.  Dana.  American  Book 
Co.    Excellent  for  reading  and  reference. 

First  Book  in  Geology,  N.  S.  Shaler.  D.  C.  Heath  &  Co.  Un- 
excelled reading  book  for  seventh  and  eighth  grades. 

The  Story  of  the  Hills,  H.  N.  Hutchinson.  The  Macmillan  Co. 
Reading  book  for  eighth  grade. 

Monographs  on  Physical  Geography.  American  Book  Co.  Ex- 
cellent for  teachers'  study. 

Round  the  Year,  L.  C.  Miall.    The  Macmillan  Co.  Teachers. 

Autumn,  Winter,  Spring.  Three  small  volumes.  Ginn  &  Co 
Reading  for  third  and  fourth  grades. 

Science  Readers,  Vincent  T.  Murche.    The  Macmillan  Co. 

Systematic  Science  Teaching,  E.  G.  Howe.    D.  Appleton  &  Co. 

ANIMAL  LIFE. 

Honey  Bee,  L.  L.  Langstroth.  J.  B.  Lippincott  Co.  A  practical 
treatise.  Reference. 

Manual  for  the  study  of  Insects,  J.  H.  Comstock.  Comstock  Publish- 
ing Co.,  Ithaca,  N.  Y.  Reference. 

Half  Hours  with  Insects,  A.  S.  Packard.  Estes  &  Lauriatt. 
Reference. 

Buz;  or  the  Life  and  Adventures  of  a  Honey  Bee,  Maurice  Noel. 
Henry  Holt  &  Co.    Reading,  eighth  grade. 

Boys  and  Girls  in  Biology,  S.  H.  Stevenson.    D.  Appleton  &  Co. 

Ants,  Bees,  and  Wasps,  Lubbock.    D.  Appleton  &  Co.  Reference. 

The  Population  of  an  Old  Pear  Tree,  E.  van  Bruyssel.  The 
Macmillan  Co.    Grammar  grades. 

My  Saturday  Bird  Class,  Olive  Thorne  Miller.  D.  C.  Heath  &  Co. 
Fourth  grade. 

Little  Brothers  of  the  Air,  Olive  Thorne  Miller.  Houghton, 
Mifflin  &  Co. 

In  Bird  Land,  L.  S.  Keyser.    A.  C.  McClurg  &  Co. 

Tenants  of  an  old  Farm,  H.  C.  McCook.  Fords,  Howard  &  Hulbert. 
Habits  of  insects. 

Domesticated  Animals,  N.  S.  Shaler.    A.  C.  McClurg  &  Co. 

Life  Histories  of  American  Insects,  Clarence  M.  Weed.  The 
Macmillan  Co.    Entertaining  and  instructive. 

NATURE  STUDY. 

Nature  Study  and  Related  Subjects,  Wilbur  S.  Jackman,  Chicago 
Normal  School. 

Tommy-Anne  and  the  Three  Hearts,  Mabel  Osgood  Wright.  The 
Macmillan  Co.    A  good  reading  book  for  intermediate  grades. 


COURSE  OF  STUDY  FOK  COMMON  SCHOOLS.  213 


The  Beauties  of  Nature,  Lubbock.  The  Macmillan  Co.  Home 
reading. 

Man  and  Nature,  G.  P.  Marsh.  Chas.  Scribner's  Sons.  Reference 
and  reading. 

Forest  Trees,  Wild  Apples,  and  sounds,  H.  D.  Thoreau.  Houghton, 
Mifflin  &  Co. 

John  Burroughs'  Works.    Houghton,  Mifflin  &  Co. 

Winter  Sunshine.  Parents  and  teachers.  For  pupils.  The  Apple. 
Riverby.  Parents  and  teachers.  Selections  for  home  reading. 
Wake-robin.  Parents  and  teachers.  Selections  for  older  pupils. 
Pepacton.  Parents  and  teachers.  Selections  for  pupils;  Springs, 

Idyl  of  the  Honey-Bee,  etc. 
Locusts  and  Wild  Honey.    Home  reading.    Selections  for  pupils; 

Sharp  Eyes,  Strawberries,  Is  it  Going  to  Rain,  Bed  of 

Boughs,  etc. 

Signs  and  seasons.    Home  reading.    Selections  for  pupils:  The 
Tragedies  of  the  Nests,  A  River  View,  Bird  Enemies, 
Phases  of  Farm  Life. 
Birds  and  Poets.    Home  reading. 
Bass's  Nature  Stories  for  Young  Readers.    D.  C.  Heath  &  Co.  Ex- 
cellent for  third  and  fourth  grades. 

MISCELLANEOUS. 

Art  of  Beautifying  Suburban  Home  Grounds,  F.  J.  Scott.  D.  Apple- 
ton  &  Co. 

A  Text-Book  on  Roads  and  Pavements,  F.  P.  Spalding.  John  Wiley 
&  Sons. 

United  States  Government  Reports. 

Water  and  Land,  Jacob  Abbott.    Harper  &  Bros. 

What  Darwin  saw  in  his  voyage  round  world  in  Ship  Beagle." 
Harper  &  Bros. 

Brooks  and  Brook  Basins,  Alexander  Frye.    Ginn  &;  Co. 

The  Story  of  a  Stone,  in  Science  Sketches,  David  Starr  Jordan.  A. 
C.  McClurg  &  Co. 

The  Earth  and  its  Story,  Angelo  Heilprin.    Silver,  Burdett  &  Co. 

Formation  of  Vegetable  Mold,  Darwin.    D.  Appleton  &  Co. 

Science  Primer  of  Physical  Geography,  A.  Geikie.  American 
Book  Co. 

Up  and  Down  Brooks,  Mary  E.  Bamford.    Houghton,  Mifflin  &  Co. 
E very-Day  Occupations,  H.  W.  ClifTord.    Boston  School  Supply  Co. 
Modern  Industries  and  Commerce,  Robert  Lewis.    Boston  School 
Supply  Co. 

Camps  in  Rockies,  William  Grohman.  Chas.  Scribner's  Sons. 
Coal  and  Coal  Mines,  H.  K.  Greene.  Houghton,  Mifflin  &  Co. 
Canoemates,  Kirk  Munroe.    Harper  &  Bros. 


214 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


The  Sea  and  its  Wonders,  Mary  and  Elizabeth  Kirby.  T.  Nelson  & 
Sons. 

Campmates,  Kirk  Munroe.    Harper  &  Bros. 
Talking-  Leaves,  W.  O.  Stoddard.    Harper  &  Bros. 
An  Iceland  Fisherman,  Pierre  Loti.    A.  C.  McClurg-  &  Co. 
Hunter  Cats  of  Connorloa,  H.  H.    Roberts  Bros. 
John  Brent,  Theo.  Winthrop.    Henry  Holt  &  Co. 
The  Electrical  Boy,  J.  T.  Trowbridg-e.    Roberts  Bros. 
How  to  Study  Geography,  F.  W.  Parker.    D.  Appleton  &  Co. 
Methods  and  Aids  in  Geography,  C.  F.  King-.    Lee  &  Shephard. 
The  Story  of  the  Plants,  Grant  Allen.    D.  Appleton  &  Co. 
Wonders  of  Plant  Life,  S.  B.  Herrick.    G.  P.  Putnam's  Sons. 
Intelligence  of  Animals,  Ernest  Menault.    Chas.  Scribner's  Sons. 
Elementary  Meteorolog-y,  F.  Waldo.    American  Book  Co. 
The  Food  of  Plants,  A.  P.  Laurie.    The  Macmillan  Co. 
Agriculture,  R.  H.  Wallace.    J.  B.  Lippincott  Co. 
Garden  Craft  Series.    The  Macmillan  Co. 
Rural  Science  Series.    The  Macmillan  Co. 
The  Story  of  our  Continent,  N.  S.  Shaler.    Ginn  &  Co. 
Glimpses  at  the  Plant  World,  F.  D.  Bergen.    Ginn  &,  Co. 
Animal  Memoirs,  Parts  I,-IL,  S.  Lockwood.    American  Book  Co. 
The  Survival  of  the  Unlike,  L.  H.  Bailey  (Garden  Craft  Ser.).  The 
Macmillan  Co. 

Elements  of  Geology,  LeCompte.    D.  Appleton  &  Co. 
Town  Geology,  C.  Kingsley.    The  Macmillan  Co. 


COURSE   OF  STUDY   FOR  COMMON  SCHOOLS. 


215 


RULES  AND  REGULATIONS  BY  THE  STATE  BOARD  OF 

EDUCATION. 


Authorized  by  the  Code  of  Public  Instruction,  section  27:  "The  said 
board  shall  have  power  —  Second^  to  prepare  a  course  or  courses  of 
study  for  the  primary,  grammar  and  hig-h  school  departments  of 
the  common  schools,  and  to  prescribe  such  rules  for  the  general 
government  of  the  common  schools  as  shall  secure  regularity  of  at- 
tendance, prevent  truancy,  secure  efficiency  and  promote  the  true 
interests  of  the  common  schools." 


TEACHERS. 

1.  The  teachers  in  the  public  schools  of  this  state  shall  follow  the 
prescribed  course  of  study  and  enforce  the  rules  and  regulations  of  the 
board  of  education;  shall  keep  records,  use  blanks  and  render  reports 
according  to  instructions. 

2.  Teachers  shall  be  held  responsible  for  the  care  of  all  school  prop- 
erty entrusted  to  them;  shall  frequently  inspect  the  same  and  promptly 
report  to  the  district  clerk  any  damage  it  may  have  received. 

3.  Teachers  shall  prepare  a  program  of  daily  exercises,  a  copy  of 
which  shall  be  posted  in  a  conspicuous  place  in  the  school  room. 

4.  Teachers  shall  exercise  watchful  care  over  the  conduct  and  habits 
of  the  pupils  while  under  their  jurisdiction. 

5.  Teachers  shall  maintain  strict  order  and  discipline  in  their 
schools  at  all  times.  Any  neglect  of  this  requirement  will  be  consid- 
ered good  cause  for  dismissal.  Corporal  punishment  may  be  resorted 
to  when  it  becomes  necessary  to  the  preservation  of  proper  discipline. 
No  cruel  punishment  shall  be  inflicted;  and  no  teacher  shall  administer 
punishment  on  or  about  the  head  of  any  pupil. 

6.  In  any  case  of  misconduct  or  insubordination,  when  the  teacher 
deems  it  necessary  for  the  good  of  the  school,  he  may  suspend  a  pupil, 
and  shall  immediately  notify  the  directors  of  the  district  thereof  for 
further  action. 

7.  Every  public  school  teacher  shall  give  vigilant  attention  to  the 
temperature  and  ventilation  of  the  schoolroom  and  shall  see  that 
the  doors  and  windows  are  open  at  each  intermission,  for  the  purpose  of 
changing  the  atmosphere  of  the  room. 

8.  Teachers  shall  have  the  right,  and  it  shall  be  their  duty,  to  di- 
rect and  control  within  reasonable  limits  the  studies  of  their  pupils: 
Provided,  That  all  pupils  shall  receive  instruction  in  the  branches  in- 
cluded in  the  prescribed  course  of  study. 

9.  The  use  of  tobacco  in  any  form  or  place  by  a  teacher  is  discoun- 
tenanced, and  the  use  of  alcoholic  stimulants  in  any  form  or  place  as 


216 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


a  beverage  is  prohibited.  The  use  of  tobacco  or  any  other  narcotic 
on  the  school  premises  by  a  teacher  shall  work  a  forfeiture  of  his  cer- 
tificate. 

10.  At  the  close  of  every  term  of  school  the  teacher  shall  thoroughly 
examine  his  pupils  in  the  studies  of  the  term,  using  written  questions 
and  requiring  written  answers  whenever  practicable,  and  the  standing 
of  each  pupil  in  the  examination  shall  be  noted  accurately  upon  the 
school  register.  A  report  of  the  examination  and  standing  of  the  pupils 
shall  be  forwarded  to  the  county  superintendent. 

11.  Teachers  shall  require  excuses  from  the  parents  or  guardians  of 
pupils,  either  in  person  or  by  written  note,  in  all  cases  of  absence,  tar- 
diness or  dismissal  before  the  close  of  school,  and  no  excuse  shall  be 
deemed  valid  except  that  of  sickness  or  necessary  employment.  The 
teacher  shall  be  the  judge  of  the  sufficiency  of  excuses,  subject  to  an 
appeal  to  the  directors. 

12.  Whenever  the  unexcused  absences  of  any  pupil  during  any  term 
shall  amount  in  the  aggregate  to  five  days,  he  shall  be  reported  to  the 
directors,  and  the  teacher  shall  suspenid  him  until  the  opinion  of  the  di- 
rectors shall  be  given.  For  this  purpose  an  unexcused  tardiness  or  un- 
excused absence  for  half  a  day  or  less  shall  be  deemed  a  half  a  day's 
absence,  and  any  unexcused  absence  for  more  than  half  a  day  at  one 
time  shall  be  reckoned  as  an  absence  for  a  whole  day. 

13.  In  all  public  schools  in  this  state  the  teachers  shall  require  of 
their  pupils  regular  exercises  in  composition  and  declamation.  In  the 
preparation  of  programs  for  rhetoricals,  teachers  shall  use  every  effort 
to  secure  selections  of  a  high  literary  character  and  to  make  the  work 
truly  educational. 

PUPILS. 

1.  Every  pupil  shall  be  punctual  and  regular  in  attendance,  obedient 
to  all  rules  of  the  school,  diligent  in  study,  respectful  and  obedient  to 
teachers  and  kind  and  obliging  to  schoolmates. 

2.  Willful  disobedience,  habitual  truancy,  vulgarity  or  profanity, 
the  use  of  tobacco  on  or  about  the  school  premises,  stealing,  the  carry- 
ing of  deadly  weapons,  the  carrying  or  using  of  dangerous  playthings, 
shall  constitute  good  cause  for  suspension  or  expulsion  from  school. 

3.  As  soon  as  dismissed,  pupils  shall  leave  the  school  premises  and 
go  directly  to  their  homes.  Loitering  on  the  way  to  and  from  school  is 
positively  forbidden. 

4.  Pupils  shall  give  attention  to  personal  neatness  and  cleanliness, 
and  any  who  repeatedly  fails  in  this  respect  may  be  sent  home  to  be  pre- 
pared properly  for  school. 

5.  Pupils  shall  not  be  detained  more  than  forty  minutes  after  the 
regular  hour  for  dismissal. 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


217 


EIGHTH  GRADE  GRADUATION. 

1.  The  state  superintendent's  office  will  send  to  the  county  superin- 
tendent's at  intervals  during-  the  year  lists  of  questions  to  be  used  in  the 
examination  of  pupils  who  have  finished  the  eight  years'  course  of  study 
below  the  hig-h  school. 

2.  The  county  superintendent,  a  teacher  appointed  by  him,  or  one 
or  more  patrons  of  the  district,  should  have  charg-e  of  the  room  during- 
the  examination. 

3.  The  papers  should  be  g-raded  by  a  teacher  or  committee  ap- 
pointed by  the  county  superintendent,  and  sent  to  the  office  of  the 
superintendent  for  inspection.  The  superintendent  shall  make  other 
arrangements  when  conditions  do  not  permit  of  the  above  methods. 

4.  The  standard,  on  the  basis  of  100  credits,  is  as  follows: 

Minimum  in  any  subject,  60  credits. 

Minimum  in  grammar  and  arithmetic,  80  credits. 

Average  of  all  subjects,  80  credits. 

5.  A  pupil  who  successfully  passes  the  examination  will  receive  a 
certificate  of  graduation  which  will  entitle  him  to  enter  any  high  school 
of  the  state. 

6.  Writing  will  be  graded  on  the  manuscript  submitted. 

7.  No  pupil  will  receive  a  certificate  who  has  not  read  two  or  more 
books  selected  or  approved  by  the  county  superintendent. 

EXAMINATION  OF  TEACHER. 

1.  Candidates  must  write  in  ink,  placing  but  one  subject  on  the 
same  paper. 

2.  The  county  superintendent  shall  have  the  exclusive  handling  of 
the  questions  until  examination  day.  The  questions  must  not  be  opened 
by  him  until  the  examination  day,  and  then  in  the  presence  of  the  ap- 
plicants. 

3.  Superintendents  shall  report  to  this  department  any  applicant 
who  gives  or  receives  assistance  in  the  examination. 

4.  Applicants  who  are  absent  at  the  opening  of  the  examination 
must  not  be  admitted  except  for  the  remaining  subjects  of  the  program. 

5.  Superintendents  shall  distribute  questions  on  a  given  subject  to 
all  applicants  at  the  same  time,  and  no  recess  shall  be  allowed  until  the 
subject  is  completed. 

6.  In  orthography,  only  proper  names  are  to  begin  with  capitals. 
The  International,  the  Standard,  or  the  Century  Dictionary  shall  be  au- 
thority. 

7.  When  right  principles  are  employed  in  arithmetic,  an  incorrect 
answer  shall  diminish  the  credits  not  more  than  one-fifth. 

8.  Complete  written  analysis  must  be  given  in  mental  arithmetic  to 
obtain  full  credit. 

9.  Allowance  will  be  made  in  grammar  for  different  authorities. 


218  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


10.  Answers  in  theory  and  practice  of  teaching-  shall  receive  credit 
if  they  show  intelligence,  though  they  do  not  conform  to  the  theories  of 
tue  superintendent  of  public  instruction. 

11.  No  questions  prescribed  by  the  state  board  of  education  shall  be 
set  aside  by  the  county  superintendent. 

12.  Any  applicant  feeling  aggrieved  at  the  decision  of  the  superin- 
tendent of  public  instruction  may  within  thirty  days  appeal  from  said 
decision  to  the  state  board  of  education.  Said  board  shall  review  the 
papers  of  said  applicant,  and  the  superintendent  shall  issue  a  certificate 
in  accordance  with  the  instruction  of  said  board. 

13.  Penmanship  will  be  graded  from  the  general  question  papers. 

SCALE  OF  MARKING. 

14.  [a)  Orthography,  Arithmetic  (Mental  and  Written),  Grammar, 
United  States  History  and  Constitution,  Theory  and  Practice,  State 
School  Law  and  Constitution,  Physiology,  Geography,  Reading,  Writ- 
ing, Algebra,  Physics  and  Literature,  each  100  credits.  Total  credits, 
1300. 

{d)  For  First  Grade  Certificates,  applicants  must  receive  1170  credits 
according  to  the  above  scale,  and  must  not  fall  below  90  per  cent,  in 
either  arithmetic  or  grammar,  nor  below  70  per  cent,  in  any  other 
branch,  and  must  have  taught  at  least  one  school  year  of  nine  months. 

[c)  For  Second  Grade  Certificates,  applicants  must  receive  800 
credits,  and  must  not  fall  below  80  per  cent,  in  either  arithmetic  or 
grammar,  nor  below  60  per  cent,  in  any  other  branch. 

[d)  Applicants  for  Third  Grade  Certificates  must  receive  700  credits, 
and  must  not  fall  below  70  per  cent,  in  arithmetic  or  grammar,  nor  be- 
low 50  per  cent,  in  any  other  branch. 

PROGRAM  OF  EXAMINATION. 

15.  [a.)  Thursday. — Morning  session:  Begin  at  9  o'clock;  Arith- 
metic, Orthography.  Afternoon  session:  Begin  at  1 :30  o'clock;  Physi- 
ology, Theory  and  Practice  of  Teaching. 

[b.)  FnmAY— Morning  session:  Begin  at  9  o'clock;  Grammar, 
United  States  History  and  Constitution.  Afternoon  session:  Begin  at 
1:30  o'clock;  Geography,  State  School  Law  and  Constitution,  Reading. 

{c.)  ^Al!'{JUT>AY.—3Iorning  session:  Begin  at  9  o'clock;  Algebra, 
Physics.    Afternoon  session:  Begin  at  1:30  o'clock;  Literature. 

[d. )  General  questions  may  be  answered  at  any  time  of  the  first  day, 
to  be  fixed  by  the  county  superintendent. 

16.  An  applicant  who  receives  a  second  grade  certificate  may  com- 
plete the  examination  in  the  remaining  subjects  required  for  a  first 
grade  certificate  at  any  examination  within  two  years,  and,  if  the 
required  credits  are  obtained,  a  first  grade  certificate  will  be  issued 
bearing  the  date  of  the  last  examination.    A  holder  of  a  third  grade 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS. 


219 


certificate  may  take  successive  examinations,  and  if  he  receive  the 
required  credits  before  the  certificate  expires,  a  second  g-rade  certificate 
will  be  granted. 

Note. — The  superintendent  of  public  instruction  will  permit  an 
applicant  to  raise  the  grade  of  his  certificate  while  in  force  by  taking- 
the  highest  standing  from  two  or  more  successive  examinations. 

17.  An  applicant  will  be  credited  with  the  standing  earned  in  read- 
ing circle  work,  on  subjects  which  are  by  law  required  for  a  certificate, 
in  accordance  with  other  regulations  prescribed  by  the  state  board  of 
education. 

18.  Two  credits  may  be  added  for  each  ten  months'  successful 
experience  to  a  maximum  of  twenty  credits.  The  total  of  twenty  credits 
may  be  divided  among  several  subjects,  as  the  conditions  require,  but 
not  more  than  ten  credits  may  be  applied  to  one  subject. 

RENEWAL  OF  CERTIFICATES. 

Sec.  144  (Code  of  Public  Instruction).  The  holder  of  a  first  grade 
certificate  who  shall  present  to  the  superintendent  of  public  instruction 
evidence  of  having  taught  successfully  twenty-four  months  during  the 
time  the  said  certificate  has  been  in  force  may  have  his  certificate  re- 
newed without  further  examination,  which  renewal  shall  be  indorsed 
thereon  by  the  superintendent  of  public  instruction  upon  its  presenta- 
tion for  a  like  term  of  five  years:  Provided,  That  such  renewed  certifi- 
cate shall  lapse  upon  failure  of  the  holder  to  teach  for  a  period  of  two 
consecutive  school  years:  Provided  further.  That  a  teacher  holding  a 
second  grade  certificate  who  has  taught  in  a  primary  grade  of  the  public 
schools  of  the  state  for  not  less  than  four  years  immediately  preceding 
the  expiration  of  said  certificate,  and  who  has  taken  at  least  one  subject 
of  the  Teachers  Reading  Circle  each  year,  under  the  regulations  pre- 
scribed by  the  state  board  of  education,  may  have  said  certificate 
renewed  for  two  years  as  a  primary  teacher  only. 

Note.— First  grade  certificates  will  be  renewed  if  the  holder 
passes  the  required  examination  in  at  least  one  Teachers'  Reading 
Circle  subject  each  year. 

[b.)  For  first  grade  primary  certificates,  drawing  and  music  are 
substituted  in  lieu  of  algebra,  and  nature  study  in  lieu  of  physics.  (See 
section  141,  '99  amendment  Code  Public  Instruction). 

{c.)  The  term  ''primary"  is  construed  to  embrace  the  first  four 
years  of  school  work. 


STATE  CERTIFICATES  AND  DIPLOMAS. 

1.  In  all  applications  for  state  certificates  or  for  life  diplomas  an 
affidavit  of  the  applicant,  or  of  some  other  person  known  to  the  board 
of  education,  must  be  filed  with  the  board,  which  application  must  state 


220  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


the  entire  time  the  applicant  has  taug-ht,  and  the  number  of  months 
taught  in  the  State  of  Washington. 

2.  An  applicant  basing  his  application  upon  a  State  or  Territorial 
Certificate  or  Diploma  of  another  state  or  territory  must  file  with  the 
board  an  affidavit  enumerating  the  subjects  in  which  he  was  examined 
in  obtaining  the  certificate  or  diploma  upon  which  his  application  is 
based,  unless  those  subjects  are  enumerated  in  said  certificate  or  diploma; 
and,  when  possible,  the  percentage  obtained  in  the  several  subjects  must 
be  given. 

3.  An  applicant  basing  his  application  upon  a  diploma  from  any 
State  Normal  School^  or  who  is  a  graduate  from  a  regular  four  years 
course  of  the  University  of  Washington,  the  Agricultural  College  and 
School  of  Science,  or  of  any  other  reputable  institution  of  learning, 
whose  requirements  for  graduation  are  equal  to  those  of  the  University 
of  Washington,  and  which  is  legally  authorized  to  grant  diplomas,  shall 
file  with  the  board  an  affidavit  specifying  the  subjects  embraced  in  the 
course  of  study  pursued  by  said  applicant  in  said  school,  with  a  state- 
ment of  the  length  of  time  occupied  in  the  completion  of  said  course  of 
study,  together  with  the  standings  as  above:  Provided,  That  all  appli- 
cants for  state  certificates  of  any  kind  must  file  satisfactory  evidence  of 
having  taught  successfully  twenty-seven  months,  at  least  nine  of  which 
must  have  been  in  the  public  schools  of  this  state. 

4.  Applicants  basing  their  application  upon  a  diploma  from  a  private 
institution  will  be  required  to  pass  an  examination  in  theory,  psychology 
and  history  of  education. 

5.  Persons  holding  Washington  territorial  certificates  or  diplomas 
may  be  granted  state  certificates  or  life  diplomas  upon  filing  evidence 
with  the  state  board  of  having  taught  the  time  required  by  law  for  said 
certificate  or  diploma,  and  upon  the  payment  of  the  requisite  fee,  and 
upon  passing  examination  in  the  additional  subjects  required  by  law. 

6.  Applicants  for  state  certificates  or  life  diplomas  failing  to  com- 
plete the  list  of  subjects  at  any  regular  designated  examination  con- 
ducted by  the  board  may  finish  said  list  of  subjects  at  any  subsequent 
examination  held  within  a  year. 

7.  Applicants  for  state  certificates  and  life  diplomas  basing  their 
application  upon  results  of  an  examination  shall  be  required  to  attain 
an  average  of  90  per  cent,  in  the  subjects  required  by  law;  but  no  appli- 
cant shall  be  entitled  to  receive  such  certificate  or  diploma  who  shall 
fall  below  90  per  cent,  in  either  arithmetic  or  grammar,  or  70  per  cent, 
in  any  other  subject. 

8.  Applicants  who  have  received  a  first  grade  certificate  issued  by 
the  Superintendent  of  Public  Instrnction  will  be  credited  with  their 
standing  in  those  subjects  upon  application  for  a  state  certificate. 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  221 


9.  An  applicant  who  completes  a  subject  in  reading-  circle  work  will 
be  credited  with  the  standing-  in  that  subject  in  accordance  with  other 
regulations  prescribed  by  the  board. 

10.  Any  person  holding  a  valid  state  certificate  in  this  state  may 
be  granted  a  life  diploma  upon  filing  satisfactory  evidence  of  having 
taught  the  required  ninety  months,  and  upon  paying  the  lawful  fee. 

11.  The  words  "state  normal  school,"  as  used  in  section  138  of  the 
Code  of  Public  Instruction,  are  construed  to  mean  a  normal  school 
sustained  at  the  public  expense  of  a  commonwealth  or  body  politic,  as  a 
part  of  the  public  school  system. 

12.  The  time  and  place  for  holding  examinations  shall  be  sach  as 
are  designated  from  time  to  time  by  the  State  Board  of  Education. 


222  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


SPECIAL  SUGGESTIONS  TO  TEACHERS. 


In  adjusting  the  grade  work  from  the  conditions  found  at  the 
opening  of  the  schools  in  September,  igoo,  to  the  conditions 
contemplated  by  this  manual,  the  following  must  be  kept  in  mind: 

1.  The  text  book  work  in  physiology  and  geography  has  been 
reduced,  to  make  way  for  regular  oral  instruction  in  nature  and 
science  in  the  primary  grades.  You  cannot  do  acceptable  work 
without  a  library.  Study  the  library  lists,  and  have  the  district 
buy  the  books  most  used  in  the  outlines  given  in  the  manual. 
Lead  your  pupils  to  make  use  of  both  the  printed  page  and  the 
book  of  nature. 

2.  The  geography  text  is  used  in  the  fifth  and  sixth  grades. 
To  prepare  for  eighth  grade  examinations,  the  text  should  be  re- 
viewed in  the  eighth  year. 

3.  There  is  no  adopted  science  book  for  the  eighth  grade, 
and  each  teacher  should  recommend  to  the  eighth  grade  class 
some  one  of  the  science  books  suggested  on  page  26  of  the  man- 
ual. Farming  communities  will  be  interested  in  James'  ''Prac- 
tical Agriculture."  More  discipline  will  result  from  the  study  of 
a  special  science  than  from  the  study  of  geography  alone.  See 
the  quotation  from  G.  Stanley  Hall,  page  24. 

4.  In  the  language  course,  give  much  practice  in  writing  upon 
original  matter.  Reserve  the  severest  text  book  study  for  the 
higher  book,  beginning  in  the  sixth  grade  and  completing  in  the 
eighth. 

5.  Begin  at  once  to  use  the  books  in  history  and  civics.  The 
first  text  used  is  the  primary  history  in  the  fifth  grade.  So  many 
pupils  never  go  beyond  that  point,  and  none  should  miss  the 
knowledge  of  their  country  to  be  learned  from  that  book.  Do 
not  omit  to  emphasize  the  civics  text  in  the  sixth  grade.  It 
treats  almost  entirely  with  local  government,  the  first  with  which 
the  pupil  comes  into  touch.  From  the  fact  that  so  many  leave 
school  before  this  grade,  this  book  should  come  earlier,  if  the 
program,  will  permit. 

6.  The  arithmetic  work  should  be  adjusted  to  the  course  as 
soon  as  possible;  but  it  will  not  be  possible  for  some  eighth 


COURSE  OF  STUDY 


FOR  COMMOX  SCHOOLS. 


223 


grade  classes  to  bring  up  the  algebra  and  geometry  required  to 
complete  the  grammar  grade  book  the  first  year.  For  the  eighth 
grade  examinations  of  igoi  the  algebra  onl3'-will  be  required, 
and  thereafter  both  the  algebra  and  geometry,  as  outlined  in  the 
course. 

Teachers  who  desire  to  do  number  work  in  the  first  and 
second  grades  should  use  for  a  guide  a  good  prmiary  text,  such 
as — 

The  Wooster  Arithmetics,  Crane  &  Co. 
Arithmetic  by  Grades  (Prince's),  Ginn  &  Co. 
Spear's  Arithmetic  for  Primar}-  Teachers,  Ginn  &z  Co. 
Arithmetic  by  Grades  (Nichol's),  Thompson,  Brown  &  Co. 

7.  Do  something  with  art  work  in  some  form.  After  study- 
ing the  suggestions  in  the  manual,  get  some  good  book  as  a 
guide,  and  teach  some  of  the  work  as  the  time  will  permit.  Tr}^ 
to  teach  a  love  for  pictures,  and  to  this  end  use  the  Perry 
pictures,  the  Great  Artist  Series  of  the  Educational  Publishing 
Company,  or  Wilson's  Picture  Study  by  The  Macmillan 
Company. 

8.  Emphasize  wdth  all  eighth  grade  pupils  that  they  are 
prepared  upon  graduating  from  the  eighth  grade  to  enter: 

A  High  School. 
A  Normal  School. 

A  preparatory  course  to  the  Agricultural  College. 

A  preparatory  course  to  the  State  University. 
Always  have  a  catalogue  of  each  state  educational  institution 
in  the  schoolroom  as  an  inspiration  to  eighth  grade  pupils  to  a 
higher  education. 


224  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


ACKNOWLEDGHENTS. 

Acknowledgments  are  hereby  given  to  the  former  state 
manual  of  Washington;  to  the  state  manuals  of  Montana, 
Kansas,  Michigan,  and  Iowa;  to  the  manuals  of  Chicago, 
Kansas  City,  Newark,  Seattle,  Tacoma,  and  other  cities;  and  to 
all  other  sources  from  which  extracts  and  ideas  have  been  taken. 

Frank  J.  Browne, 
Preside7it  State  Board  of  Education. 


INDEX. 


Action,  Quotations  about   131 

Adjustment  to  New  Course  of  Study  222,  223 

Adopted  Text  Books  104,  105 

Agriculture   26 

Books  on   210 

Alcohol  and  Narcotics   118 

"America,"  National  Hymn   128 

Anglo-Saxon  History,  Oral  41  to  43 

Animal  Life- 
First  grade,  autumn   14 

First  grade,  winter   15 

First  grade,  spring   16 

Second  grade,  autumn   18 

Second  grade,  winter   20 

Second  grade,  spring   21 

Third  grade   22 

Fourth  grade   23 

Fifth  grade   24 

Sixth  grade   25 

Seventh  grade   26 

Eighth  grade   26 

In  rural  school  course   193 

Books  on  :   212 

Anniversary  Programs  30,  122 

Ant,  Study  of.  Second  Grade   21 

Apperception   151 

Aquarium,  Primary  Grades   15 

Arbor  Day   118 

Architecture,  School  106  to  116 

Arithmetic  — 

Books  on  methods   45 

Course  by  grades   45,  46 

Art  in  the  Schools  68  to  76 

For  primary  grades —   .68,  69 

Extract  from  report  of  superintendent  Indian  schools  69  to  75 

Outline  by  grades  73,  74 

Teachers'  reference  books  74  to  76 

In  rural  life   206 

Aryan  History,  Oral  33  to  35 

Attention  147  to  149 

Autumn  Nature  Work  13,  17 

"Battle  Hymn  of  the  Republic"   129 

Bees,  Study  of.  Second  Grade   18 

Bird  Day  '   118 

Bird  song   119 

Birds,  Study  of — 

First  grade  : 

Migration  in  autumn  13.  15 

—15 


226 


COURSE  OF  STUDY  FOE,  COMMON  SCHOOLS. 


In  Avinter   16 

In  spring   16 

Second  grade  : 

In  autumn   18 

In  winter   20 

In  spring  '.   21 

Books  (See  Libraries). 

Books.  Adopted  Texts,  Official  List  104,  105 

Lists  by  grades  76  to  93 

Required  texts  in  each  grade  95,  96 

For  rural  communities  209  to  214 

Quotations  about   132 

Botany  (  See  Nature  and  Science). 

In  high  school   ...  98,  108 

Books  on   211 

Bravery,  Quotations  about   132 

Buildings  and  Grounds  (  See  School  Buildings). 

Business  Course.  High  School   98 

Butterflies  and  Caterpillars  — 

First  grade,  autumn   14 

Second  grade,  autumn   18 

Care  of  the  Health    15,  19,  20,  22,  25 

Caterpillars- 
First  grade,  autumn   14 

Second  grade,  autumn   18 

Character.  Quotations  about   133 

Chemistry  in  Rural  Schools  196.  203 

"  Child  Study  Monthly  ■•  (quoted)   167 

Civics  (See  History  and  Civics). 

Citizenship.  La^v  on  Teaching   118 

"  Child's  History  of  England."  Dickens   41 

Classical  Course,  High  School   98 

Classification  of  School   160 

Cleon.  the  Greek  Boy   87 

Code  of  Public  Instruction  (quoted)  4,  5,  215,  219 

Committee  of  Twelve  Report- 
On  hygiene  and  health  106  to  109 

On  language   50,  51 

On  science  : 

First  and  second  grades  12.  13 

Third  and  fourth   22 

Fifth  and  sixth   23 

Seventh  and  eighth   25 

On  rural  schools  course  182  to  197 

On  the  farm  as  the  center  of  interest   197 

On  books  for  rural  communities   209 

Correlation  of  Subjects  8.9,  13 

Of  history  and  reading   39 

Of  civics  and  reading   43 

Of  history  and  geography   43 

Of  history  and  literature   44 

Of  history  and  civics   45 

Of  drawing,  etc  68  to  74 

Of  spelling,  etc  167  to  169 

Courage.  Quotations  about   133 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Course  of  Study  '    °  ^ 

Objections  to   i 

Need  of   g 

General  contents  of  19  t  26 

In  nature  and  science   ° 

In  history  and  civics  \°  ^ 

.  4o  46 

In  arithmetic  ' "  " 

^         ^.   46  to  oO 

In  reading  

In  spelling  ^ 

^    ,   50  to  06 

In  language   ^ 

In  writing  ■"' 

 68  to  76 

In  art  

In  music  

Primary  and  grammar  grades,  tabulated   ^ 

High  school,  tabulated  ••••• 

High  school,  English  course   ° 

High  school,  science  course  

Rural  school  course  '^^^ 

Current  Events   ^.^ 

Current  Publications  

37 

Damon  and  Pythias  Story  

Darius,  the  Persian  Boy  ^.    •  ^_ 

Debating  Societies   ^  \^ 

Deductive  Reasoning  

Dickens"  History  of  England  - 

Dole's  American  Citizen  •   '  ^ 

Drawing  and  Art  Discussed   ^ 

Correlation  of  ■  ■ 

Correlation  of.  with  history  

Correlation  with  other  studies  '  ^ 

Duties  of  Superintendent  Public  Instruction  (See  Powers). 
Duties  of  State  Board  of  Education  (See  Powers). 

Duties  of  Directors  

Duties  of  Teachers  

Duties  of  Pupils   ^ 

21 

Earthworm.  Second  Grade  Work  

Earthworm.  Outline  Lessons  on  ^'  ^. 

"  Easy  Experiments  in  Physics,"  Smith  20.  21,  22.  23,  24.  2d 

Education.  Quotations  about  

Education.  Psychology  in   ^ 

Eighth  Grade—  ^. 

Course  in  history  

Course  in  arithmetic  

Course  in  science  

Course  in  reading  V .  gg 

Course  in  language  ^" 

Memory  selections   ^ 

List  of  library  books  

Physical  culture  exercises  

English  Course  in  High  School  •  ■  •  •  ° 

English  History,  Oral  ;5 

Enrichment  of  Rural  School  Course  

Ethics  Discussed  ■  Q4  ^ii"  36 

Third  grade  work  Jt' 

Fourth  grade  work  ^- 


228 


COURSE  OF  STUDY  FOE,  COMMON  SCHOOLS. 


Fifth  grade  work  39^  41 

Sixth  grade  work  42,  43 

Seventh  and  eighth  grade  work  (See  Dole's  American  Citizen). 

Correlated  with  language  work  65,  66 

Books  on     91 

Suggestions  on  I64,  i65 

Ethical  emotions  [  157 

"  Evergreen  State  "—song   128 

Examinations   164 

Farm,  The,  as  the  Center  of  Interest   197 

Feelings,  or  Emotions  ,  156  to  159 

Fifth  Grade  Work  — 

Course  in  arithmetic   46 

Course  in  history  39  to  41 

Course  in  language  50  to  66 

Course  in  reading   48 

Course  in  spelling   50 

Course  in  art  (See  Art). 

Course  in  science  (See  Nature  Study). 

Teaching  memory  gems   55 

List  of  library  books  82,  83 

Physical  culture  exercises   174 

"First  Book  in  Geology,"  Shaler   26 

"  First  Lessons  with  Plants,"  Bailey   26 

"  First  Lessons  in  Physical  Science,"  Avery   26 

First  Grade  Work  — 

Course  in  arithmetic   45 

Course  in  art  (See  Art). 

Course  in  language   50 

Course  in  reading   47 

Course  in  science  28.  24 

Course  in  spelling   50 

Memory  selections   51 

List  of  library  books  77  73 

Physical  culture  exercises   171 

Flag  Salute   123 

Flowers,  Study  of  — 

First  grade,  autumn   13 

First  grade,  spring   16 

Second  grade,  autumn   17 

Second  grade,  spring   20 

( See  Arbor  Day.) 

Formal  Studies,  Correlation  of   9 

Text  books  required  in  95.  96,  104.  105 

Fourth  Grade  Work  — 

Course  in  arithmetic   46 

Course  in  art  (See  Art). 

Course  in  history  36  to  39 

Course  in  language  50,  66 

Course  in  reading   48 

Course  in  spelling   50 

Course  in  science   22 

Memory  selections     52 

List  of  library  books                                                                               81,  82 

Physical  culture  exercises   173 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


  1?.4 

Friendship,  Quotations  about  

Fruits,  Study  of  —                                                                                         ....  13 
First  grade,  autumn  

 9,  94 

General  Exercises  

Geograpliy-  15 

First  grade  work   20.  '  21 

Second  grade  work   ,-,2 

Third  grade  work   23 

Fourth  grade  work  

Fifth  grade  work   25 

Sixth  grade  work   26 

Eighth  grade  work  (review*  

Correlated  with  history  

Adopted  text  ' '  -^^2  to  193.  200 

In  rural  schools   .^^ 

Discussed  by  G.  Stanley  Hall   ~^ 

Geology.  Shaler's  First  Book  

Good  Citizenship—  -^-^^ 

Law  quoted  .122  to  129 

Patriotic  exercises   g 

Gradp.  Meaning  of  

Grammar  (See  Language)—  gg 

Course  by  grades  

Adopted  text   36  to  39 

Grecian  History.  Oral   g- 

••  Greek  Gods.  Heroes  and  Men  "■  

  135 

Habit.  Quotations  about  20.  '22.  25 

Health  -  ■  — 

'•  Health  Chats."  Kelly's   17  91  -^2  48 

Heart  Culture." ■  Page's  

High  Schools—  -j^q- 

Adopted  texts   gg 

Course  of  study  tabulated  99  to  102 

'Course  in  English   ^ 

Course  in  science   gg 

Inspection  by  board  of  higher  education  •  

History  and  Civics  " 

Adopted  texts   g^ 

Books  for  teacher  ^^'^^  ^- 

Course  by  grades.  ^^s  to  44 

Methods  of  teaching  

Purposes  of  ['.'qo'xo  65 

Story  outline   .-,g 

Theory  of  the  course  

The  Story  in  History  

In  rural  life  g"^' 

Holiday  Programs  ^'^ 

Honesty.  Quotations  about  ^g-^^ 

Horatius.  the  Roman  Boy  

Hygiene  (See  Physiology ) .  2io 
Horticulture.  Books  on  

Illustrations  of  School  Buildings  "^^"^  r°0  1^1 

Illustrations  for  Bird  Day  Program  ^"g- 

Illustrations  of  Method  in  SpelUng  


230  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


Imagination  in  Psychology  152,  153 

Inductive  Reasoning  .155 

Insects,  Study  of— 

First  grade  14,  17 

Second  grade  18,  21 

Interest  in  Psychology  148,  149 

Interest,  The  Farm  as  the  Center  of   197 

International  Dictionary   89 

Judgment  ,   154 

Kablu,  the  Aryan  Boy   33 

Kelley's  "  Health  Chats  "   22 

Kindness,  Quotations  about   136 

Kindness  to  Animals   118 

Language  50  to  66 

Basis  for  language  work   55 

Books  for  teachers  90,  91 

Committee  of  twelve  report  50,  51 

Course  by  grades   66 

How  to  teach  a  poem   53 

How  to  teach  memory  gems   55 

Memory  selections  51  to  53 

Outline  lessons  56  to  66 

Leaves,  Study  of— 

First  grade,  autumn   13 

First  grade,  spring   16 

Second  grade,  autumn   17 

Second  grade,  spring   20 

Libraries  76  to  93 

Committee  on  Libraries,  N.  E.  A.  (quoted)   76,  77 

List  of  books  for  first  grade  77,  78 

List  of  books  for  second  grade  78,  79 

List  of  books  for  third  grade  79  to  81 

List  of  books  for  fourth  grade  81,  82 

List  of  books  for  fifth  grade  82,  83 

List  of  books  for  sixth  grade  84,  85 

List  of  books  for  seventh  grade   85 

List  of  books  for  eighth  grade   86 

List  of  books  for  high  school  87  to  89 

List  of  books  for  reference   89 

List  of  books  for  teachers  90  to  92 

List  of  books  for  rural  communities  209  to  214 

Lincoln,  Quotations  about   137 

Lincoln,  Quotations  from   138 

Manners  (See  Morals  and  Manners). 

Memorial  Days  31,  32,  122 

Memorial  Gems  131  to  143 

Memory  in  Psychology  149  to  151 

Mercy  Teaching  (See  "  Heart  Culture  "  )— 

Law  (quoted)   118 

Methods  Discussed  10,  11 

Methods  in  Psychology   145 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS.  231 


Methods  of  Correlation  in  Spelling  167  to  169 

Books  on  methods  in  history  44,  45,  90 

Books  on  methods  in  arithmetic    45 

Books  on  methods  in  reading   46 

Books  on  methods  in  art  74,  75 

Books  on  methods  in  music   76 

Books  on  methods  in  science   90 

Books  on  methods  in  language  90,  91 

Books  on  methods  in  literature  and  rhetoric   91 

Morals  and  Manners  117  to  121 

Topics  for  oral  lessons   117 

Alcoholic  drinks   118 

Mercy  teaching   118 

Tobacco   118 

Arbor  and  bird  days   118 

Mount  Vernon  Bells   129 

Mowry's  Primary  History  of  United  States  *.   39 

Muscles,  Oral  Lesson  on     56 

Music- 
Correlation  of   9 

Bird  day  song   119 

Patriotic  songs  125  to  130 

Books  suggested   76 

Narcotics   118 

Natural  History  Object  Lessons  ■   25 

Nature,  Quotations  about   139 

Nature  Study  and  Science- 
Books  for  teachers   90 

Correlation  of   9 

Methods  of  teaching  11,  12 

Geology— Shaler's  First  Book   26 

Grade  work— first  grade  12  to  27 

Grade  work— second  grade  17  to  22 

Grade  work— third  grade  22,  23 

Grade  work— fourth  grade   23 

Grade  work— fifth  grade  23,  24 

Grade  work— sixth  grade   25 

Grade  work— seventh  grade  25,  26 

Grade  work— eighth  grade   26 

Grade  work— high  school  ^..   103 

Purposes  of   11 

Enrichment  of  rural  school  course   182 

Books  on   212 

"New  Era  History"  44.  45 

Number,  Primary  Grades   45 

Offlcial  List  of  Text  Books  104  to  105 

"  Old  Glorious  Glory  "—Patriotic  Song  125,  126 

"  Organic  Education,"  Scott  33,  45 

Organization  of  School   159 

Parliamentary  Practice   43 

Patriotism  122  to  139 

Anniversary  days  31,  32 

Flag  salute  123,  124 

How  to  encourage   122 


COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


^""'l';. ■■  125  to  130 

Quotations  about  

Penalties— 

Against  district   g 

Against  teacher   g 

School  punishment  

Perseverance,  Quotations  Ahout   142 

Persian  History   gg 

Physical  Culture  ''"^'^ ":::;"::;;;;;:::;;::;::i7o  to  182 

Physics,  Study  of— 

Second  grade  _   20  21  22 

Third  grade                                                            ...................  22  23 

Fourth  grade                                                               _  '  23 

Fifth  grade  ^        !  . 24 

Sixth  grade   25 

Seventh  grade    26 

High  school . . .  .*                 103 

Physiology  and  Hygiene- 
First  grade   ^g 

Second  grade   19  20 

Third  grade   22 

Fourth  grade   23 

Fifth  grade   24 

Sixth  grade   25 

Seventh  grade    25 

High  school  

Illustrative  oral  lesson   ^ 

Related  to  school  buildings  106  to  116 

Picture  Study   75  75 

Plan  of  the  Course  of  Study   '  ' '  ^ 

Plan  for  Teaching  Memory  Gems   55 

Plan  for  Teaching  Poems   ^ 

Plant  Life,  Study  of— 

^^^^^  S^^^^  13,  14.  15,  16 

Second  grade   20 

Third  grade   22 

Fourth  grade   23 

Fifth  grade   23  24 

Sixth  grade  _   '  25 

Seventh  grade   26 

Eighth  grade   26 

High  school  botany   203 

In  rural  school  course   -^^q 

Poems,  How  to  Teach   53" 

Powers  of  Superintendent  of  Public  Instruction   '4 

Powers  of  State  Board  of  Education   4 

Powers  of  County  Superintendent   4 

Powers  of  Directors     5 

Pratfs  "  Stories  of  Old  Rome  "   39 

Preparation  of  Lesson   jg^ 

"  Primer  of  Scientific  Knowledge,"  Bert   26 

Programs  for  Rural  Schools   96  "97  161 

Psychology  i!!"""  ^         !  ^  to  159 

Publishers— 

Of  adopted  text  books   ^^05 

Li^tof  •   93 


COURSE  OF  STUDY  FOR  COMMON   SCHOOLS.  233 


Punishment  in  School   166 

Questioning  Pupils   163 

Reading  46  to  50 

Books  on  methods   46 

Correlation  of  9.  39.  43 

Course  by  grades  47  to  49 

Reasoning   154 

Recitation,  Objects.  Methods,  etc  162,  163 

Reference  Books   89 

Relation  between  Plants  and  Insects   1" 

Relation  between  Body  and  Mind   146 

Renewal  of  Teachers"  Certificates   219 

Report  of  Committee  of  Twelve  (See  Committee  of  Twelve). 

Report  of  Superintendent  of  Indian  Schools— extract  69  to  75 

Robin.  Study  of— Second  Grade   21 

Robinson  Crusoe    24 

Roman  History.  Oral   39  to  41 

Room.  Size  of  School   109 

Equipment   130 

Rules  and  Regulations  by  State  Board  of  Education  (See  State  Board  of  Education). 

Rural  School  Course  193  to  197 

Rural  School  Course,  Enrichment  of   182 

School  Buildings  and  Grounds  106  to  116 

Equipment  of  rooms   110 

Illustrations  Ill  to  116 

Reference  books   110 

Relation  to  health   106 

Size  of  rooms   109 

Sites   109 

School  Examinations   164 

School  Ethics   164 

School  Government   165 

School  Journals   92 

School  Libraries  (See  Libraries). 

School  Management  159  to  166 

School  Punishment   166 

School  Year.  Meaning  of   9 

Science  (See  Nature  Study). 

Books  on   211 

Scott's  •■  Organic  Education   33  to  45 

Seattle  School  Manual  (qu'oted)  170  to  182 

Second  Grade  Work- 
Arithmetic    45 

Course  in  history  31  to  33 

Course  in  language   50 

Course  in  nature  and  science  17  to  22 

Course  in  reading   47 

Course  in  spelling   50 

Memory  selections   51 

List  of  library  books  78.  79 

Physical  culture  exercises   171 

Seeds.  Study  of— First  Grade   13 

Selections  to  be  Memorized  51  to  53 

Sensibilities  (See  Feelings). 


234  COURSE  OF  STUDY  FOR  COMMON  SCHOOLS. 


"  Seven  Little  Sisters,"  Andrews  19  20  21 

Seventh  Grade  Work- 
Course  in  arithmetic   46 

Course  in  history   44 

Course  in  language  51^  66 

Course  in  reading   49 

Course  in  physiology   25 

Course  in  spelling   50 

Memory  selections   53 

List  of  library  books   85 

Physical  culture  exercises   178 

Sites  (see  School  Buildings). 
Sixth  Grade  Work- 
Course  in  arithmetic   46 

Course  in  geography   25 

Course  in  language  50  to  66 

Course  in  history  41  to  43 

Course  in  reading   49 

Memory  selections   52 

List  of  library  books   84,  85 

Physical  culture  exercises   176 

Smith's  "  Easy  Experiments  in  Physics  "  20  to  25 

"  Special  Method  in  Science,"  McMurry  22,  23 

Spencer,  Herbert  (quoted)   26 

Spelling,  Course  by  Grades   50 

"  Star  Spangled  Banner  "   130 

State  Board  of  Education,  Rules  by— 

For  teachers   215 

For  pupils   216 

For  eighth  grade  graduation   217 

For  teachers' examinations   217 

For  state  papers   219 

*  Stories  of  Old  Rome,"  Pratt   39 

St.  Joh6['s  Writing  System   67 

Study,  Purposes,  Methods,  etc  161,  162 

Suggestions— 

On  correlation   9 

On  manners   117 

On  school  management  I59  to  166 

On  spelling  168,  169 

On  adjusting  to  the  new  course  222,  223 

Supplementary  Reading— 

By  grades  47  to  50 

Library  lists  for  grades  77  to  89 

Temperance  Teaching  (See  Hygiene)— 

Law  quoted   118 

Text  Books,  Official  List  by  Grades  95,  96 

Publishers  of,  with  prices  104,  105 

"  The  New  Era  History,"  Burton  44,  45 

"  The  New  Pacific  Geography,"  Wagner  24.  25 

"  The  World  and  its  People,"  Book  III   22 

Thinking,  in  Psychology  154  to  156 

Third  Grade  Work- 
Course  in  arithmetic   45 

Course  in  history  33  to  36 

Course  in  language   50 


COURSE  OF  STUDY   FOR  COMMON  SCHOOLS.  2^5 


Course  in  nature  and  science   22 

Course  in  reading   48 

Memory  selections   52 

List  of  library  "books  79  to  81 

Teaching  a  poem   53 

Physical  culture  exercises   172 

Tobacco   118 

United  States  History- 
Correlation  of   9 

Mowry's  Primary   39 

New  Era  44,  45 

Use  of  Alcohol  and  Tobacco   118 

Virtues,  Teaching  of  the   118 

Walsh's  Arithmetic- 
Primary  45,  46 

Grammar  school   46 

Washington— 

In  third  grade  geography   22 

Taylor's  history  of   45 

Water,  Outline  Lesson  on  59  to  62 

"  Way s  of  Wood  Folk  ' '  (fourth  grade)  23,  24 

"  Why  We  Vote  "  (sixth  grade  civics)  9,  43 

Wilson's  History  Manual  (primary)   31 

Writing  67,  68 

Correlation  of   9 

Natural  system  (quoted)   67 

St.  John's  system  (quoted)   67 

Course  by  grades   68 

Wulf,  the  Anglo-Saxon  Boy   41 

Year,  Meaning  of  School   9 


